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El. knyga: Pedagogically Founded Courseware Generation for Web-Based Learning: An HTN-Planning-Based Approach Implemented in Paigos

  • Formatas: PDF+DRM
  • Serija: Lecture Notes in Computer Science 5260
  • Išleidimo metai: 26-Sep-2008
  • Leidėjas: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Kalba: eng
  • ISBN-13: 9783540882152
Kitos knygos pagal šią temą:
Pedagogically Founded Courseware Generation for Web-Based Learning: An HTN-Planning-Based Approach Implemented in PaigosDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Serija: Lecture Notes in Computer Science 5260
  • Išleidimo metai: 26-Sep-2008
  • Leidėjas: Springer-Verlag Berlin and Heidelberg GmbH & Co. K
  • Kalba: eng
  • ISBN-13: 9783540882152
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Automatic course generation is a very important area of research with numerous practical applications in e-learning. It has been studied since the 1980s in the fields of intelligent tutoring, AI and education, adaptive hypermedia and web-based educational systems. This book focuses on course generation based on Hierarchical Task Network planning.

Automatic course generation is a very important area of research with numerous practical applications in e-learning. It has been studied since the 1980s within the fields of intelligent tutoring, AI and education, adaptive hypermedia and web-based educational systems. Many approaches have been proposed, but hardly any have resulted in generic and practically applied systems. A number of problems have remained unresolved. These problems are addressed by this work. This book focuses on course generation based on Hierarchical Task Network planning (HTN planning). This course generation framework enables the formalization and application of complex and realistic pedagogical knowledge. The volume describes basic techniques for course generation, which are used to formalize seven different types of courses (for instance, introducing the learner to previously unknown concepts and supporting the learner during rehearsal) and several elementary learning goals (e.g., selecting an appropriate example or exercise). This framework has been implemented and evaluated with good results in several domains, with users from different countries and universities, in the context of an EU project. Course generation based on HTN planning is implemented in PAIGOS and has been evaluated by technical, formative and summative evaluations.

Recenzijos

From the reviews:



"Ullrich describes the PAIGOS tutoring system and its evaluation. He refers to it as a course generation system because it generates a personal book for the learner, based on the learners profile. PAIGOS is built on many recent innovations, including educational resources reachable through the WWW, the ActiveMath environment . The methodology of PAIGOS is flexible enough for instructional materials to be built according to any teaching approach. PAIGOS is also evaluated to generate courses for subjects other than mathematics." (D. L. Chester, ACM Computing Reviews, February, 2009)

Part I Preliminaries
1 Introduction
3
1.1 Motivation
4
1.2 Contributions
5
1.2.1 Service-Oriented Course Generation
6
1.2.2 Modeling of Pedagogical Knowledge
6
1.2.3 Adaptivity in Generated Courses
7
1.2.4 Evaluation
7
1.3 Overview
8
2 Relevant Technologies
11
2.1 Basic Terminology
11
2.2 Semantic Web Technologies
14
2.2.1 Extensible Markup Language
15
2.2.2 Resource Description Framework
15
2.2.3 OWL Web Ontology Language
16
2.3 E-learning Standards
17
2.3.1 Learning Object Metadata
19
2.3.2 IMS Content Packaging
20
2.3.3 IMS Simple Sequencing
21
2.3.4 IMS Learning Design
21
2.4 Mathematics in the Web
22
2.4.1 OMDoc (Open Mathematical Documents)
22
2.4.2 The Learning Environment ActiveMath
22
2.5 Course Generation
23
2.6 Hierarchical Task Network Planning
26
2.6.1 Introduction to AI-Planning
27
2.6.2 Introduction to Hierarchical Task Network Planning
28
2.6.3 SHOP2 and JSHOP2
29
2.6.4 JSHOP2 Formalism
29
3 Descriptive and Prescriptive Learning Theories
37
3.1 Behaviorism
37
3.2 Cognitivism
38
3.3 Constructivism
38
3.4 Instructional Design
39
3.5 Competency-Based Learning
40
3.5.1 Mathematical Competencies
40
3.5.2 Competency Levels
42
Part II PAIGOS
4 General Principles
45
4.1 An Ontology of Instructional Objects
46
4.1.1 Motivation
47
4.1.2 Description of the Ontology
49
4.1.3 Why an Ontology?
53
4.1.4 Applications of the Ontology
54
4.2 A Mediator for Accessing Learning Object Repositories
55
4.2.1 Related Work
55
4.2.2 Overview of the Mediator Architecture
57
4.2.3 Querying the Mediator
57
4.2.4 Ontology Mapping and Query Rewriting
58
4.2.5 Repository Interface and Caching
59
4.2.6 Limitations of the Mediator as an Educational Service
60
4.3 Pedagogical Tasks, Methods and Strategies
61
4.4 Representing Course Generation Knowledge in an HTN Planner
65
4.4.1 Motivation
65
4.4.2 Mapping Pedagogical Tasks onto HTN Tasks
66
4.4.3 Course Generation Planning Problems
67
4.4.4 Critical and Optional Tasks
68
4.5 Basic General Purpose Axioms and Operators
69
4.5.1 Testing for Equality
69
4.5.2 List Manipulation
69
4.5.3 Binding a Variable to All Terms of a Term List
71
4.5.4 Manipulating the World State
71
4.6 Basic Operators and Methods of the Course Generation Domain
72
4.6.1 Inserting References to Educational Resources
72
4.6.2 Starting and Ending Sections
76
4.6.3 Inserting References to Learning-Support Services
78
4.6.4 An Operator for Dynamic Text Generation
79
4.6.5 Dynamic Subtask Expansion
80
4.6.6 Accessing Information about Educational Resources
80
4.6.7 Axioms for Accessing the Learner Model
82
4.6.8 Processing Resources Depending on Learner Characteristics
86
4.6.9 Initializing and Manipulating Information about the Learning Goal
88
4.7 Converting a Plan into a Course
92
4.8 Generating Structure and Adaptivity: Dynamic Tasks
99
4.9 Generation of Narrative Bridges and Structure
100
4.9.1 Empirical Findings
101
4.9.2 Operator and Methods for Text Generation
103
4.9.3 Symbolic Representations of Dynamic Text Items
105
4.9.4 Generation of Structure Information
106
4.10 Summary
108
5 Course Generation in Practice: Formalized Scenarios
111
5.1 Moderate Constructivist Competency-Based Scenarios
111
5.1.1 Course Generation and Constructivism a Contradiction?
112
5.1.2 Selecting Exercises
114
5.1.3 Selecting Examples
121
5.1.4 Scenario "Discover"
127
5.1.5 Scenario "Rehearse"
142
5.1.6 Scenario "Connect"
145
5.1.7 Scenario "Train Intensively"
150
5.1.8 Scenario "Train Competencies"
153
5.1.9 Scenario "Exam Simulation"
155
5.2 Course Generation Based on Instructional Design Principles
161
5.2.1 Merrill's "First Principles of Instruction"
161
5.2.2 Scenario "Guided Tour"
162
6 Implementation and Integration
169
6.1 Implementation
169
6.2 Integration of PAIGOS in ActiveMath
171
6.2.1 Course Generation in ActiveMath
171
6.2.2 Dynamically Generated Elements in a Table of Contents
174
6.2.3 Usage of Learning-Support Services in ActiveMath
176
6.2.4 Template-Based Generation of Narrative Bridges
182
6.2.5 PAIGOS as a Service in ActiveMath
185
6.3 Course Generation as a Web-Service
189
6.3.1 Interfaces
190
7 Evaluation
193
7.1 Technical Evaluations and Use Cases
193
7.1.1 Evaluation of the Ontology
193
7.1.2 Mediator Use Cases and Evaluations
195
7.1.3 Course Generation Use Cases and Evaluations
195
7.1.4 Performance of PAIGOS
196
7.1.5 Discussion
201
7.2 Formative and Summative Evaluation
201
7.2.1 Formative Evaluations
202
7.2.2 Summative Evaluation
205
7.2.3 Discussion
213
Part III Conclusions
8 Related Work
221
8.1 Early Work
221
8.2 Generic Tutoring Environment
222
8.3 Dynamic Courseware Generator
223
8.4 ACE/WINDS
224
8.5 Former Course Generator of ActiveMath
225
8.6 APeLS/iClass
226
8.7 SeLeNe
227
8.8 Statistical Methods for Course Generation
228
8.9 Approaches Using Hierarchical Task Network Planning
229
8.10 Ontologies for Instructional Design
230
9 Future Work and Acknowledgments
231
9.1 Future Work
231
Complete List of User Comments 233
References 241
Index 255
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