Abstract: Learning styles (LSs) correspond to the individual preferences of a person regarding the modes and forms in which he/she prefers to learn throughout the teaching/learning process. The content presentation of learning objects (LOs) using knowledge about the students’ LSs offers them digital educational resources tailored to their individual learning preferences. In this context, the most relevant characteristics of the LSs along with the most appropriate forms of LOs' content presentation were mapped and associated. Such was performed in order to define the composition of an adaptive model of LO's content presentation considering the LSs, which was called Adaptation of Content Presentation of Learning Objects Considering Learning Styles (ACPLOLS). LO prototypes were created with interfaces that were adapted to students' LSs. These prototypes were based on a model created for validation of the approaches that were used, which were established through experiments with the students. The results of subjective measures of students' emotional responses demonstrated that the ACPLOLS has reached the desired results in relation to the adequacy of the LOs interface, in accordance with the Felder-Silverman LSs Model.
Abstract: Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource.
Abstract: Adaptive e-learning today gives the student a central
role in his own learning process. It allows learners to try things out,
participate in courses like never before, and get more out of learning
than before. In this paper, an adaptive e-learning model for logic
design, simplification of Boolean functions and related fields is
presented. Such model presents suitable courses for each student in a
dynamic and adaptive manner using existing database and workflow
technologies. The main objective of this research work is to provide
an adaptive e-learning model based learners' personality using
explicit and implicit feedback. To recognize the learner-s, we develop
dimensions to decide each individual learning style in order to
accommodate different abilities of the users and to develop vital
skills. Thus, the proposed model becomes more powerful, user
friendly and easy to use and interpret. Finally, it suggests a learning
strategy and appropriate electronic media that match the learner-s
preference.
Abstract: This paper describes the evolution of strategies to
evaluate ePortfolios in an online Master-s of Education (M.Ed.)
degree in Instructional Technology. The ePortfolios are required as a
culminating activity for students in the program. By using Web 2.0
tools to develop the ePortfolios, students are able to showcase their
technical skills, integrate national standards, demonstrate their
professional understandings, and reflect on their individual learning.
Faculty have created assessment strategies to evaluate student
achievement of these skills. To further develop ePortfolios as a tool
promoting authentic learning, faculty are moving toward integrating
transparency as part of the evaluation process.
Abstract: The development of Internet technology in recent years has led to a more active role of users in creating Web content. This has significant effects both on individual learning and collaborative knowledge building. This paper will present an integrative framework model to describe and explain learning and knowledge building with shared digital artifacts on the basis of Luhmann-s systems theory and Piaget-s model of equilibration. In this model, knowledge progress is based on cognitive conflicts resulting from incongruities between an individual-s prior knowledge and the information which is contained in a digital artifact. Empirical support for the model will be provided by 1) applying it descriptively to texts from Wikipedia, 2) examining knowledge-building processes using a social network analysis, and 3) presenting a survey of a series of experimental laboratory studies.