Abstract: We present a modeling framework that supports the engineering of early requirements specifications for design of learner centric dynamic Learning Management System. The framework is based on i* modeling tool and Means End Analysis, that adopts primitive concepts for modeling early requirements (such as actor, goal, and strategic dependency). We show how pedagogical and computational requirements for designing a learner centric Learning Management system can be adapted for the automatic early requirement engineering specifications. Finally, we presented a model on a Learner Quanta based adaptive Courseware. Our early requirement analysis shows that how means end analysis reveals gaps and inconsistencies in early requirements specifications that are by no means trivial to discover without the help of formal analysis tool.
Abstract: This paper describes a concept of stereotype student
model in adaptive knowledge acquisition e-learning system. Defined
knowledge stereotypes are based on student's proficiency level and
on Bloom's knowledge taxonomy. The teacher module is responsible
for the whole adaptivity process: the automatic generation of
courseware elements, their dynamic selection and sorting, as well as
their adaptive presentation using templates for statements and
questions. The adaptation of courseware is realized according to
student-s knowledge stereotype.