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personalization of learning resources.</title> <meta name="description" content="Search results for: personalization of learning resources."> <meta name="keywords" content="personalization of learning resources."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open 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style="font-size:1.6rem;">Search results for: personalization of learning resources.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3224</span> Non-Invasive Technology on a Classroom Chair for Detection of Emotions Used for the Personalization of Learning Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carlos%20Ramirez">Carlos Ramirez</a>, <a href="https://publications.waset.org/search?q=Carlos%20Concha"> Carlos Concha</a>, <a href="https://publications.waset.org/search?q=Benjamin%20Valdes"> Benjamin Valdes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are related with learning processes and physiological signals can be used to detect them for the personalization of learning resources and to control the pace of instruction. A model of relevant emotions has been developed, where specific combinations of emotions and cognition processes are connected and integrated with the concept of 'flow', in order to improve learning. The cardiac pulse is a reliable signal that carries useful information about the subject-s emotional condition; it is detected using a classroom chair adapted with non invasive EMFi sensor and an acquisition system that generates a ballistocardiogram (BCG), the signal is processed by an algorithm to obtain characteristics that match a specific emotional condition. The complete chair system is presented in this work, along with a framework for the personalization of learning resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ballistocardiogram" title="Ballistocardiogram">Ballistocardiogram</a>, <a href="https://publications.waset.org/search?q=emotions%20in%20learning" title=" emotions in learning"> emotions in learning</a>, <a href="https://publications.waset.org/search?q=noninvasive%20sensors" title=" noninvasive sensors"> noninvasive sensors</a>, <a href="https://publications.waset.org/search?q=personalization%20of%20learning%20resources." title=" personalization of learning resources."> personalization of learning resources.</a> </p> <a href="https://publications.waset.org/12756/non-invasive-technology-on-a-classroom-chair-for-detection-of-emotions-used-for-the-personalization-of-learning-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12756/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12756/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12756/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12756/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12756/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12756/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12756/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12756/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12756/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12756/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1663</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3223</span> Understanding Cultural Influences: Principles for Personalized E-learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Boondao">R. Boondao</a>, <a href="https://publications.waset.org/search?q=A.%20J.%20Hurst"> A. J. Hurst</a>, <a href="https://publications.waset.org/search?q=J.%20I.%20Sheard"> J. I. Sheard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the globalized e-learning environment, students coming from different cultures and countries have different characteristics and require different support designed for their approaches to study and learning styles. This paper explores the ways in which cultural background influences students- approaches to study and learning styles. Participants in the study consisted of 131 eastern students and 54 western students from an Australian university. The students were tested using the Study Process Questionnaire (SPQ) for assessing their approaches to study and the Index of Learning Styles Questionnaire (ILS) for assessing their learning styles. The results of the study led to a set of principles being proposed to guide personalization of e-learning system design on the basis of cultural differences.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Approaches%20to%20study" title="Approaches to study">Approaches to study</a>, <a href="https://publications.waset.org/search?q=Cultural%20influences" title=" Cultural influences"> Cultural influences</a>, <a href="https://publications.waset.org/search?q=Learningstyles" title=" Learningstyles"> Learningstyles</a>, <a href="https://publications.waset.org/search?q=Personalization" title=" Personalization"> Personalization</a>, <a href="https://publications.waset.org/search?q=e-learning%20system." title=" e-learning system."> e-learning system.</a> </p> <a href="https://publications.waset.org/14349/understanding-cultural-influences-principles-for-personalized-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14349/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14349/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14349/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14349/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14349/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14349/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14349/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14349/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14349/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14349/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1783</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3222</span> Recommendations as a Key Aspect for Online Learning Personalization: Perceptions of Teachers and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Ipi%C3%B1a">N. Ipi帽a</a>, <a href="https://publications.waset.org/search?q=R.%20Basagoiti"> R. Basagoiti</a>, <a href="https://publications.waset.org/search?q=O.%20Jimenez"> O. Jimenez</a>, <a href="https://publications.waset.org/search?q=I.%20Arriaran"> I. Arriaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Higher education students are increasingly enrolling in online courses, they are, at the same time, generating data about their learning process in the courses. Data collected in those technology enhanced learning spaces can be used to identify patterns and therefore, offer recommendations/personalized courses to future online students. Moreover, recommendations are considered key aspects for personalization in online learning. Taking into account the above mentioned context, the aim of this paper is to explore the perception of higher education students and teachers towards receiving recommendations in online courses. The study was carried out with 322 students and 10 teachers from two different faculties (Engineering and Education) from Mondragon University. Online questionnaires and face to face interviews were used to gather data from the participants. Results from the questionnaires show that most of the students would like to receive recommendations in their online courses as a guide in their learning process. Findings from the interviews also show that teachers see recommendations useful for their students’ learning process. However, teachers believe that specific pedagogical training is required. Conclusions can also be drawn as regards the importance of personalization in technology enhanced learning. These findings have significant implications for those who train online teachers due to the fact that pedagogy should be the driven force and further training on the topic could be required. Therefore, further research is needed to better understand the impact of recommendations on online students’ learning process and draw some conclusion on pedagogical concerns.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Higher%20education" title="Higher education">Higher education</a>, <a href="https://publications.waset.org/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/search?q=recommendations." title=" recommendations. "> recommendations. </a> </p> <a href="https://publications.waset.org/10005833/recommendations-as-a-key-aspect-for-online-learning-personalization-perceptions-of-teachers-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005833/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005833/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005833/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005833/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005833/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005833/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005833/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005833/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005833/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005833/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1233</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3221</span> Personalization and the Universal Communications Identifier Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fran%C3%A7oise%20Petersen">Fran莽oise Petersen</a>, <a href="https://publications.waset.org/search?q=Mike%20Pluke"> Mike Pluke</a>, <a href="https://publications.waset.org/search?q=Tatiana%20Kovacikova"> Tatiana Kovacikova</a>, <a href="https://publications.waset.org/search?q=Giovanni%20Bartolomeo"> Giovanni Bartolomeo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As communications systems and technology become more advanced and complex, it will be increasingly important to focus on users- individual needs. Personalization and effective user profile management will be necessary to ensure the uptake and success of new services and devices and it is therefore important to focus on the users- requirements in this area and define solutions that meet these requirements. The work on personalization and user profiles emerged from earlier ETSI work on a Universal Communications Identifier (UCI) which is a unique identifier of the user rather than a range of identifiers of the many of communication devices or services (e.g. numbers of fixed phone at home/work, mobile phones, fax and email addresses). This paper describes work on personalization including standardized information and preferences and an architectural framework providing a description of how personalization can be integrated in Next Generation Networks, together with the UCI concept.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interoperability" title="Interoperability">Interoperability</a>, <a href="https://publications.waset.org/search?q=Next%20Generation%20Network%20%28NGN%29" title=" Next Generation Network (NGN)"> Next Generation Network (NGN)</a>, <a href="https://publications.waset.org/search?q=Personalization" title=" Personalization"> Personalization</a>, <a href="https://publications.waset.org/search?q=Universal%20Communications%20Identifier%20%28UCI%29" title=" Universal Communications Identifier (UCI)"> Universal Communications Identifier (UCI)</a>, <a href="https://publications.waset.org/search?q=User%20Profile%20Management%20%28UPM%29" title=" User Profile Management (UPM)"> User Profile Management (UPM)</a> </p> <a href="https://publications.waset.org/5175/personalization-and-the-universal-communications-identifier-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5175/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5175/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5175/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5175/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5175/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5175/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5175/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5175/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5175/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5175/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5175.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1582</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3220</span> Adaptive and Personalizing Learning Sequence Using Modified Roulette Wheel Selection Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Melvin%20A.%20Ballera">Melvin A. Ballera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior literature in the field of adaptive and personalized learning sequence in e-learning have proposed and implemented various mechanisms to improve the learning process such as individualization and personalization, but complex to implement due to expensive algorithmic programming and need of extensive and prior data. The main objective of personalizing learning sequence is to maximize learning by dynamically selecting the closest teaching operation in order to achieve the learning competency of learner. In this paper, a revolutionary technique has been proposed and tested to perform individualization and personalization using modified reversed roulette wheel selection algorithm that runs at O(n). The technique is simpler to implement and is algorithmically less expensive compared to other revolutionary algorithms since it collects the dynamic real time performance matrix such as examinations, reviews, and study to form the RWSA single numerical fitness value. Results show that the implemented system is capable of recommending new learning sequences that lessens time of study based on student's prior knowledge and real performance matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=fitness%20value" title=" fitness value"> fitness value</a>, <a href="https://publications.waset.org/search?q=personalized%20learning%0D%0Asequence" title=" personalized learning sequence"> personalized learning sequence</a>, <a href="https://publications.waset.org/search?q=reversed%20roulette%20wheel%20selection%20algorithms." title=" reversed roulette wheel selection algorithms."> reversed roulette wheel selection algorithms.</a> </p> <a href="https://publications.waset.org/10003156/adaptive-and-personalizing-learning-sequence-using-modified-roulette-wheel-selection-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003156/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003156/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003156/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003156/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003156/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003156/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003156/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003156/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003156/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003156/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2027</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3219</span> Effect of Personalization on Students' Achievement and Gender Factor in Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nurettin%20Simsek">Nurettin Simsek</a>, <a href="https://publications.waset.org/search?q=%C3%96zlem%20Cak%C4%B1r"> 脰zlem Cak谋r</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study is to point out whether personalization of mathematical word problems could affect student achievement or not. The research was applied on two-grades students at spring semester 2008-2009. Before the treatment, students personal data were taken and given to the computer. During the treatment, paper-based personalized problems and paper-based non personalized problems were prepared by computer as the same problems and then these problems were given to students. At the end of the treatment, students- opinion was taken. As a result of this research, it was found out that there were no significant differences between learners through personalized or non-personalized materials, and also there were no significant differences between gender through personalized and non-personalized problems. However, opinion of students was highly positive through the personalized problems.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Personalization" title="Personalization">Personalization</a>, <a href="https://publications.waset.org/search?q=word%20problem" title=" word problem"> word problem</a>, <a href="https://publications.waset.org/search?q=computer%20aided%20personalization." title=" computer aided personalization."> computer aided personalization.</a> </p> <a href="https://publications.waset.org/7079/effect-of-personalization-on-students-achievement-and-gender-factor-in-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7079/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7079/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7079/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7079/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7079/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7079/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7079/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7079/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7079/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7079/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1935</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3218</span> Deixis and Personalization in Ad Slogans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20A.%20Christopher">Anne A. Christopher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the use of the persuasive strategy of deixis and personalization in advertising slogans. This rhetorical/ stylistic and linguistic strategy has been found to be widely used in advertising slogans for over a century. A total of five hundred advertising slogans of multinational companies in both product and service sectors were obtained. The analysis reveals the 3 main components of this strategy as being deictic words, absolute uniqueness and personal pronouns. The percentage and mean of the use of the 3 components are tabulated. The findings show that advertisers have used this persuasive strategy in creative ways to persuade consumers to buy their products and services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advertising%20slogans" title="Advertising slogans">Advertising slogans</a>, <a href="https://publications.waset.org/search?q=deixis" title=" deixis"> deixis</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/search?q=persuasive%20strategy." title=" persuasive strategy."> persuasive strategy.</a> </p> <a href="https://publications.waset.org/14224/deixis-and-personalization-in-ad-slogans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14224/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14224/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14224/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14224/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14224/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14224/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14224/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14224/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14224/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14224/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4249</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3217</span> Services-Oriented Model for the Regulation of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohamed%20Bendahmane">Mohamed Bendahmane</a>, <a href="https://publications.waset.org/search?q=Brahim%20Elfalaki"> Brahim Elfalaki</a>, <a href="https://publications.waset.org/search?q=Mohammed%20Benattou"> Mohammed Benattou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the major sources of learners' professional difficulties is their heterogeneity. Whether on cognitive, social, cultural or emotional level, learners being part of the same group have many differences. These differences do not allow to apply the same learning process at all learners. Thus, an optimal learning path for one, is not necessarily the same for the other. We present in this paper a model-oriented service to offer to each learner a personalized learning path to acquire the targeted skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Service-oriented%20architecture" title="Service-oriented architecture">Service-oriented architecture</a>, <a href="https://publications.waset.org/search?q=learning%20path" title=" learning path"> learning path</a>, <a href="https://publications.waset.org/search?q=web%20service" title=" web service"> web service</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/search?q=trace%20analysis." title=" trace analysis."> trace analysis.</a> </p> <a href="https://publications.waset.org/10004774/services-oriented-model-for-the-regulation-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004774/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004774/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004774/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004774/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004774/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004774/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004774/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004774/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004774/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004774/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2034</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3216</span> The Consumer Private Space: What is and How it can be Approached without Affecting the Consumer's Privacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Calin%20Veghes">Calin Veghes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The concept of privacy, seen in connection to the consumer's private space and personalization, has recently gained a higher importance as a consequence of the increasing marketing efforts of the organizations based on the capturing, processing and usage of consumer-s personal data.Paper intends to provide a definition of the consumer-s private space based on the types of personal data the consumer is willing to disclose, to assess the attitude toward personalization and to identify the means preferred by consumers to control their personal data and defend their private space. Several implications generated through the definition of the consumer-s private space are identified and weighted from both the consumers- and organizations- perspectives.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Consumer%20private%20space" title="Consumer private space">Consumer private space</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/search?q=privacy." title=" privacy."> privacy.</a> </p> <a href="https://publications.waset.org/9831/the-consumer-private-space-what-is-and-how-it-can-be-approached-without-affecting-the-consumers-privacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9831/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9831/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9831/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9831/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9831/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9831/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9831/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9831/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9831/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9831/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1566</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3215</span> Knowledge Mining in Web-based Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nittaya%20Kerdprasop">Nittaya Kerdprasop</a>, <a href="https://publications.waset.org/search?q=Kittisak%20Kerdprasop"> Kittisak Kerdprasop</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The state of the art in instructional design for computer-assisted learning has been strongly influenced by advances in information technology, Internet and Web-based systems. The emphasis of educational systems has shifted from training to learning. The course delivered has also been changed from large inflexible content to sequential small chunks of learning objects. The concepts of learning objects together with the advanced technologies of Web and communications support the reusability, interoperability, and accessibility design criteria currently exploited by most learning systems. These concepts enable just-in-time learning. We propose to extend theses design criteria further to include the learnability concept that will help adapting content to the needs of learners. The learnability concept offers a better personalization leading to the creation and delivery of course content more appropriate to performance and interest of each learner. In this paper we present a new framework of learning environments containing knowledge discovery as a tool to automatically learn patterns of learning behavior from learners' profiles and history. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20mining" title="Knowledge mining">Knowledge mining</a>, <a href="https://publications.waset.org/search?q=Web-based%20learning" title=" Web-based learning"> Web-based learning</a>, <a href="https://publications.waset.org/search?q=Learning%0Aenvironments." title=" Learning environments."> Learning environments.</a> </p> <a href="https://publications.waset.org/2839/knowledge-mining-in-web-based-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2839/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2839/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2839/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2839/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2839/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2839/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2839/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2839/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2839/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2839/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1786</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3214</span> A Framework for Personalized Multi-Device Information Communicating System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rohiza%20Ahmad">Rohiza Ahmad</a>, <a href="https://publications.waset.org/search?q=Rozana%20Kasbon"> Rozana Kasbon</a>, <a href="https://publications.waset.org/search?q=Eliza%20Mazmee%20Mazlan"> Eliza Mazmee Mazlan</a>, <a href="https://publications.waset.org/search?q=Aliza%20Sarlan"> Aliza Sarlan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the mobility of users, many information systems are now developed with the capability of supporting retrieval of information from both static and mobile users. Hence, the amount, content and format of the information retrieved will need to be tailored according to the device and the user who requested for it. Thus, this paper presents a framework for the design and implementation of such a system, which is to be developed for communicating final examination related information to the academic community at one university in Malaysia. The concept of personalization will be implemented in the system so that only highly relevant information will be delivered to the users. The personalization concept used will be based on user profiling as well as context. The system in its final state will be accessible through cell phones as well as intranet connected personal computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=System%20framework" title="System framework">System framework</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/search?q=informationcommunicating%20system" title=" informationcommunicating system"> informationcommunicating system</a>, <a href="https://publications.waset.org/search?q=multi-device." title=" multi-device."> multi-device.</a> </p> <a href="https://publications.waset.org/3954/a-framework-for-personalized-multi-device-information-communicating-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3954/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3954/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3954/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3954/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3954/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3954/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3954/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3954/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3954/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3954/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3954.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1386</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3213</span> Resources-Based Ontology Matching to Access Learning Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Elbyed">A. Elbyed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, ontologies are used for achieving a common understanding within a user community and for sharing domain knowledge. However, the de-centralized nature of the web makes indeed inevitable that small communities will use their own ontologies to describe their data and to index their own resources. Certainly, accessing to resources from various ontologies created independently is an important challenge for answering end user queries. Ontology mapping is thus required for combining ontologies. However, mapping complete ontologies at run time is a computationally expensive task. This paper proposes a system in which mappings between concepts may be generated dynamically as the concepts are encountered during user queries. In this way, the interaction itself defines the context in which small and relevant portions of ontologies are mapped. We illustrate application of the proposed system in the context of Technology Enhanced Learning (TEL) where learners need to access to learning resources covering specific concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Resources%20query" title="Resources query">Resources query</a>, <a href="https://publications.waset.org/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/search?q=ontology%20mapping" title=" ontology mapping"> ontology mapping</a>, <a href="https://publications.waset.org/search?q=similarity%20measures" title=" similarity measures"> similarity measures</a>, <a href="https://publications.waset.org/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/search?q=e-learning." title=" e-learning."> e-learning.</a> </p> <a href="https://publications.waset.org/10003584/resources-based-ontology-matching-to-access-learning-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003584/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003584/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003584/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003584/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003584/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003584/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003584/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003584/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003584/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003584/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1487</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3212</span> Social Software Approach to E-Learning 3.0</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anna%20Nedyalkova">Anna Nedyalkova</a>, <a href="https://publications.waset.org/search?q=KrassimirNedyalkov"> KrassimirNedyalkov</a>, <a href="https://publications.waset.org/search?q=TeodoraBakardjieva"> TeodoraBakardjieva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the present paper, we-ll explore how social media tools provide an opportunity for new developments of the e-Learning in the context of managing personal knowledge. There will be a discussion how social media tools provide a possibility for helping knowledge workersand students to gather, organize and manage their personal information as a part of the e-learning process. At the centre of this social software driven approach to e-learning environments are the challenges of personalization and collaboration. We-ll share concepts of how organizations are using social media for e-Learning and believe that integration of these tools into traditional e-Learning is probably not a choice, but inevitability. Students- Survey of use of web technologies and social networking tools is presented. Newly developed framework for semantic blogging capable of organizing results relevant to user requirements is implemented at Varna Free University (VFU) to provide more effective navigation and search.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Semantic%20blogging" title="Semantic blogging">Semantic blogging</a>, <a href="https://publications.waset.org/search?q=social%20media%20tools" title=" social media tools"> social media tools</a>, <a href="https://publications.waset.org/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/search?q=web%202.0" title=" web 2.0"> web 2.0</a>, <a href="https://publications.waset.org/search?q=web%203.0." title=" web 3.0."> web 3.0.</a> </p> <a href="https://publications.waset.org/3269/social-software-approach-to-e-learning-30" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3269/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3269/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3269/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3269/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3269/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3269/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3269/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3269/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3269/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3269/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3269.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1816</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3211</span> Employing QR Code as an Effective Educational Tool for Quick Access to Sources of Kindergarten Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=M.%20Abd%20El-Salam"> M. Abd El-Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Kindergarten" title="Kindergarten">Kindergarten</a>, <a href="https://publications.waset.org/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/search?q=QR%20code" title=" QR code"> QR code</a>, <a href="https://publications.waset.org/search?q=smart%20phone" title=" smart phone"> smart phone</a>, <a href="https://publications.waset.org/search?q=mobile." title=" mobile."> mobile.</a> </p> <a href="https://publications.waset.org/10004953/employing-qr-code-as-an-effective-educational-tool-for-quick-access-to-sources-of-kindergarten-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004953/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004953/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004953/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004953/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004953/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004953/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004953/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004953/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004953/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004953/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1555</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3210</span> Learning Objects: A New Paradigm for ELearning Resource Development for Secondary Schools in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20K.%20Lujara">S. K. Lujara</a>, <a href="https://publications.waset.org/search?q=M.%20M.%20Kissaka"> M. M. Kissaka</a>, <a href="https://publications.waset.org/search?q=E.%20P.%20Bhalalusesa"> E. P. Bhalalusesa</a>, <a href="https://publications.waset.org/search?q=L.%20Trojer"> L. Trojer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Information and Communication Technologies (ICTs), and the Wide World Web (WWW) have fundamentally altered the practice of teaching and learning world wide. Many universities, organizations, colleges and schools are trying to apply the benefits of the emerging ICT. In the early nineties the term learning object was introduced into the instructional technology vernacular; the idea being that educational resources could be broken into modular components for later combination by instructors, learners, and eventually computes into larger structures that would support learning [1]. However in many developing countries, the use of ICT is still in its infancy stage and the concept of learning object is quite new. This paper outlines the learning object design considerations for developing countries depending on learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-Learning%20resources" title="e-Learning resources">e-Learning resources</a>, <a href="https://publications.waset.org/search?q=granularity" title=" granularity"> granularity</a>, <a href="https://publications.waset.org/search?q=learning%20objects" title=" learning objects"> learning objects</a>, <a href="https://publications.waset.org/search?q=secondary%20schools." title=" secondary schools."> secondary schools.</a> </p> <a href="https://publications.waset.org/6673/learning-objects-a-new-paradigm-for-elearning-resource-development-for-secondary-schools-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6673/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6673/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6673/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6673/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6673/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6673/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6673/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6673/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6673/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6673/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1623</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3209</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Based Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. The needs came because most of current learning standard adopted web based learning and the e-learning systems do not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is that it uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20Management%20Systems" title="Knowledge Management Systems">Knowledge Management Systems</a>, <a href="https://publications.waset.org/search?q=Ontologies" title=" Ontologies"> Ontologies</a>, <a href="https://publications.waset.org/search?q=Semantic%20Web" title=" Semantic Web"> Semantic Web</a>, <a href="https://publications.waset.org/search?q=Open%20Educational%20Resources." title=" Open Educational Resources."> Open Educational Resources.</a> </p> <a href="https://publications.waset.org/10002573/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-based-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002573/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002573/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002573/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002573/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002573/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002573/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002573/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002573/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002573/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002573/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1577</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3208</span> A Formative Assessment Model within the Competency-Based-Approach for an Individualized E-learning Path</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=El%20Falaki%20Brahim">El Falaki Brahim</a>, <a href="https://publications.waset.org/search?q=Khalidi%20Idrissi%20Mohammed"> Khalidi Idrissi Mohammed</a>, <a href="https://publications.waset.org/search?q=Bennani%20Samir"> Bennani Samir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>E-learning is not restricted to the use of new technologies for the online content, but also induces the adoption of new approaches to improve the quality of education. This quality depends on the ability of these approaches (technical and pedagogical) to provide an adaptive learning environment. Thus, the environment should include features that convey intentions and meeting the educational needs of learners by providing a customized learning path to acquiring a competency concerned In our proposal, we believe that an individualized learning path requires knowledge of the learner. Therefore, it must pass through a personalization of diagnosis to identify precisely the competency gaps to fill, and reduce the cognitive load To personalize the diagnosis and pertinently measure the competency gap, we suggest implementing the formative assessment in the e-learning environment and we propose the introduction of a pre-regulation process in the area of formative assessment, involving its individualization and implementation in e-learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competency-Based-Approach" title="Competency-Based-Approach">Competency-Based-Approach</a>, <a href="https://publications.waset.org/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/search?q=Formative%20assessment" title=" Formative assessment"> Formative assessment</a>, <a href="https://publications.waset.org/search?q=learner%20model" title=" learner model"> learner model</a>, <a href="https://publications.waset.org/search?q=Modeling" title=" Modeling"> Modeling</a>, <a href="https://publications.waset.org/search?q=pre-regulation%20process" title=" pre-regulation process"> pre-regulation process</a> </p> <a href="https://publications.waset.org/8298/a-formative-assessment-model-within-the-competency-based-approach-for-an-individualized-e-learning-path" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8298/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8298/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8298/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8298/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8298/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8298/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8298/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8298/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8298/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8298/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2123</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3207</span> Challenges and Opportunities of Cloud-Based E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kashif%20Laeeq">Kashif Laeeq</a>, <a href="https://publications.waset.org/search?q=Zubair%20A.%20Shaikh"> Zubair A. Shaikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paradigm of education is drastically changing from conventional to e-learning model. Due to ease of learning with various other benefits, several educational institutions are adopting the e-learning models. Some institutions are still willing to transform their educational system on to e-learning, but due to limited resources, they are still compromising on the old traditional system. The cloud computing could be one of the best solutions to overcome this problem by providing hardware, software, and infrastructure resources with cost efficient manner. The adoption of cloud computing in education will bring revolution in this paradigm. This paper introduces various positive features of e-learning and presents a way how cloud computing technology can be provisioned e-learning model. This paper also investigates the numerous challenges and opportunities that would be observed in cloud computing adoption in e-learning domain. The concept and knowledge present in this paper may create a new direction of research in the domain of cloud-based e-learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cloud-based%20e-learning" title="Cloud-based e-learning">Cloud-based e-learning</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=cloud%20computing%20application" title=" cloud computing application"> cloud computing application</a>, <a href="https://publications.waset.org/search?q=smart%20learning." title=" smart learning."> smart learning.</a> </p> <a href="https://publications.waset.org/10006858/challenges-and-opportunities-of-cloud-based-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006858/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006858/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006858/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006858/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006858/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006858/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006858/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006858/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006858/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006858/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1232</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3206</span> Methodology of Personalizing Interior Spaces in Public Libraries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Baharak%20Mousapour">Baharak Mousapour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Creating public spaces which are tailored for the specific demands of the individuals is one of the challenges for the contemporary interior designers. Improving the general knowledge as well as providing a forum for all walks of life to exploit is one of the objectives of a public library. In this regard, interior design in consistent with the demands of the individuals is of paramount importance. Seemingly, study spaces, in particular, those in close relation to the personalized sector, have proven to be challenging, according to the literature. To address this challenge, attributes of individuals, namely, perception of people from public spaces and their interactions with the so-called spaces, should be analyzed to provide interior designers with something to work on. This paper follows the analytic-descriptive research methodology by outlining case study libraries which have personalized public libraries with the investigation of the type of personalization as its primary objective and (I) recognition of physical schedule and the know-how of the spatial connection in indoor design of a library and (II) analysis of each personalized space in relation to other spaces of the library as its secondary objectives. The significance of the current research lies in the concept of personalization as one of the most recent methods of attracting people to libraries. Previous research exists in this regard, but the lack of data concerning personalization makes this topic worth investigating. Hence, this study aims to put forward approaches through real-case studies for the designers to deal with this concept.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=interior%20design" title="interior design">interior design</a>, <a href="https://publications.waset.org/search?q=library" title=" library"> library</a>, <a href="https://publications.waset.org/search?q=library%20design" title=" library design"> library design</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a> </p> <a href="https://publications.waset.org/10012321/methodology-of-personalizing-interior-spaces-in-public-libraries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012321/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012321/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012321/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012321/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012321/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012321/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012321/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012321/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012321/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012321/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">623</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3205</span> Web Personalization to Build Trust in E-Commerce: A Design Science Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Choon%20Ling%20Sia">Choon Ling Sia</a>, <a href="https://publications.waset.org/search?q=Yani%20Shi"> Yani Shi</a>, <a href="https://publications.waset.org/search?q=Jiaqi%20Yan"> Jiaqi Yan</a>, <a href="https://publications.waset.org/search?q=Huaping%20Chen"> Huaping Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of the Internet, E-commerce is growing at an exponential rate, and lots of online stores are built up to sell their goods online. A major factor influencing the successful adoption of E-commerce is consumer-s trust. For new or unknown Internet business, consumers- lack of trust has been cited as a major barrier to its proliferation. As web sites provide key interface for consumer use of E-Commerce, we investigate the design of web site to build trust in E-Commerce from a design science approach. A conceptual model is proposed in this paper to describe the ontology of online transaction and human-computer interaction. Based on this conceptual model, we provide a personalized webpage design approach using Bayesian networks learning method. Experimental evaluation are designed to show the effectiveness of web personalization in improving consumer-s trust in new or unknown online store. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Trust" title="Trust">Trust</a>, <a href="https://publications.waset.org/search?q=Web%20site%20design" title=" Web site design"> Web site design</a>, <a href="https://publications.waset.org/search?q=Human-ComputerInteraction" title=" Human-ComputerInteraction"> Human-ComputerInteraction</a>, <a href="https://publications.waset.org/search?q=E-Commerce" title=" E-Commerce"> E-Commerce</a>, <a href="https://publications.waset.org/search?q=Design%20science" title=" Design science"> Design science</a>, <a href="https://publications.waset.org/search?q=Bayesian%20network." title=" Bayesian network."> Bayesian network.</a> </p> <a href="https://publications.waset.org/4829/web-personalization-to-build-trust-in-e-commerce-a-design-science-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4829/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4829/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4829/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4829/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4829/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4829/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4829/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4829/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4829/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4829/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4829.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2003</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3204</span> E-Learning Experiences of Hong Kong Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Lam">J. Lam</a>, <a href="https://publications.waset.org/search?q=R.%20Chan"> R. Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questions was distributed in mid 2012 and 608 valid responds were received. The analysis results showed that the students found e-learning helpful to their study. They preferred interactive functions and mobile features. Blended learning mode, both face-to-face learning mode integrated with online learning and face-to-face learning mode supplemented with online resources, were preferred by the students. The results of experiences of Hong Kong students in e-learning provided a contemporary reference to the e-learning practitioners to understand the e-learning situation in Asia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/search?q=learning%20management%20system." title=" learning management system."> learning management system.</a> </p> <a href="https://publications.waset.org/14059/e-learning-experiences-of-hong-kong-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14059/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14059/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14059/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14059/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14059/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14059/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14059/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14059/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14059/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14059/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1752</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3203</span> Evolving Knowledge Extraction from Online Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zhibo%20Xiao">Zhibo Xiao</a>, <a href="https://publications.waset.org/search?q=Tharini%20Nayanika%20de%20Silva"> Tharini Nayanika de Silva</a>, <a href="https://publications.waset.org/search?q=Kezhi%20Mao"> Kezhi Mao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present an evolving knowledge extraction system named AKEOS (Automatic Knowledge Extraction from Online Sources). AKEOS consists of two modules, including a one-time learning module and an evolving learning module. The one-time learning module takes in user input query, and automatically harvests knowledge from online unstructured resources in an unsupervised way. The output of the one-time learning is a structured vector representing the harvested knowledge. The evolving learning module automatically schedules and performs repeated one-time learning to extract the newest information and track the development of an event. In addition, the evolving learning module summarizes the knowledge learned at different time points to produce a final knowledge vector about the event. With the evolving learning, we are able to visualize the key information of the event, discover the trends, and track the development of an event. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Evolving%20learning" title="Evolving learning">Evolving learning</a>, <a href="https://publications.waset.org/search?q=knowledge%20extraction" title=" knowledge extraction"> knowledge extraction</a>, <a href="https://publications.waset.org/search?q=knowledge%0D%0Agraph" title=" knowledge graph"> knowledge graph</a>, <a href="https://publications.waset.org/search?q=text%20mining." title=" text mining."> text mining.</a> </p> <a href="https://publications.waset.org/10007303/evolving-knowledge-extraction-from-online-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007303/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007303/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007303/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007303/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007303/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007303/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007303/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007303/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007303/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007303/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">942</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3202</span> Describing Learning Features of Reusable Resources: A Proposal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Serena%20Alvino">Serena Alvino</a>, <a href="https://publications.waset.org/search?q=Paola%20Forcheri"> Paola Forcheri</a>, <a href="https://publications.waset.org/search?q=Maria%20Grazia%20Ierardi"> Maria Grazia Ierardi</a>, <a href="https://publications.waset.org/search?q=Luigi%20Sarti"> Luigi Sarti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main advantages of the LO paradigm is to allow the availability of good quality, shareable learning material through the Web. The effectiveness of the retrieval process requires a formal description of the resources (metadata) that closely fits the user-s search criteria; in spite of the huge international efforts in this field, educational metadata schemata often fail to fulfil this requirement. This work aims to improve the situation, by the definition of a metadata model capturing specific didactic features of shareable learning resources. It classifies LOs into 鈥渢eacher-oriented" and 鈥渟tudent-oriented" categories, in order to describe the role a LO is to play when it is integrated into the educational process. This article describes the model and a first experimental validation process that has been carried out in a controlled environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20object" title="Learning object">Learning object</a>, <a href="https://publications.waset.org/search?q=pedagogical%20metadata" title=" pedagogical metadata"> pedagogical metadata</a>, <a href="https://publications.waset.org/search?q=experimental%0Avalidation." title=" experimental validation."> experimental validation.</a> </p> <a href="https://publications.waset.org/7186/describing-learning-features-of-reusable-resources-a-proposal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7186/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7186/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7186/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7186/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7186/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7186/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7186/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7186/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7186/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7186/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1545</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3201</span> Semantically Enriched Web Usage Mining for Personalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suresh%20Shirgave">Suresh Shirgave</a>, <a href="https://publications.waset.org/search?q=Prakash%20Kulkarni"> Prakash Kulkarni</a>, <a href="https://publications.waset.org/search?q=Jos%C3%A9%20Borges"> Jos茅 Borges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The continuous growth in the size of the World Wide Web has resulted in intricate Web sites, demanding enhanced user skills and more sophisticated tools to help the Web user to find the desired information. In order to make Web more user friendly, it is necessary to provide personalized services and recommendations to the Web user. For discovering interesting and frequent navigation patterns from Web server logs many Web usage mining techniques have been applied. The recommendation accuracy of usage based techniques can be improved by integrating Web site content and site structure in the personalization process.</p> <p>Herein, we propose semantically enriched Web Usage Mining method for Personalization (SWUMP), an extension to solely usage based technique. This approach is a combination of the fields of Web Usage Mining and Semantic Web. In the proposed method, we envisage enriching the undirected graph derived from usage data with rich semantic information extracted from the Web pages and the Web site structure. The experimental results show that the SWUMP generates accurate recommendations and is able to achieve 10-20% better accuracy than the solely usage based model. The SWUMP addresses the new item problem inherent to solely usage based techniques.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Prediction" title="Prediction">Prediction</a>, <a href="https://publications.waset.org/search?q=Recommendation" title=" Recommendation"> Recommendation</a>, <a href="https://publications.waset.org/search?q=Semantic%20Web%20Usage%20Mining" title=" Semantic Web Usage Mining"> Semantic Web Usage Mining</a>, <a href="https://publications.waset.org/search?q=Web%20Usage%20Mining." title=" Web Usage Mining."> Web Usage Mining.</a> </p> <a href="https://publications.waset.org/9997818/semantically-enriched-web-usage-mining-for-personalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997818/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997818/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997818/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997818/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997818/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997818/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997818/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997818/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997818/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997818/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3023</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3200</span> Grid Learning; Computer Grid Joins to e- Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Nassiry">A. Nassiry</a>, <a href="https://publications.waset.org/search?q=A.%20Kardan"> A. Kardan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to development of communications and web-based technologies in recent years, e-Learning has became very important for everyone and is seen as one of most dynamic teaching methods. Grid computing is a pattern for increasing of computing power and storage capacity of a system and is based on hardware and software resources in a network with common purpose. In this article we study grid architecture and describe its different layers. In this way, we will analyze grid layered architecture. Then we will introduce a new suitable architecture for e-Learning which is based on grid network, and for this reason we call it Grid Learning Architecture. Various sections and layers of suggested architecture will be analyzed; especially grid middleware layer that has key role. This layer is heart of grid learning architecture and, in fact, regardless of this layer, e-Learning based on grid architecture will not be feasible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Distributed%20learning" title="Distributed learning">Distributed learning</a>, <a href="https://publications.waset.org/search?q=Grid%20Learning" title=" Grid Learning"> Grid Learning</a>, <a href="https://publications.waset.org/search?q=Grid%20network" title=" Grid network"> Grid network</a>, <a href="https://publications.waset.org/search?q=SCORM%20standard." title=" SCORM standard."> SCORM standard.</a> </p> <a href="https://publications.waset.org/8085/grid-learning-computer-grid-joins-to-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8085/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8085/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8085/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8085/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8085/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8085/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8085/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8085/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8085/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8085/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1727</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3199</span> Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Conradie">Conradie</a>, <a href="https://publications.waset.org/search?q=P.W."> P.W.</a>, <a href="https://publications.waset.org/search?q=Lombard"> Lombard</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Moller"> Moller</a>, <a href="https://publications.waset.org/search?q=M."> M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dramatic effect of information technology on society is undeniable. In education, it is evident in the use of terms like active learning, blended learning, electronic learning and mobile learning (ubiquitous learning). This study explores the perceptions of 54 learners in a higher education institution regarding the use of mobile devices in a third year module. Using semi-structured interviews, it was found that mobile devices had a positive impact on learner motivation, engagement and enjoyment. It also improved the consistency of learning material, and the convenience and flexibility (anywhere, anytime) of learning. User-interfacelimitation, bandwidth and cognitive overload, however, were of concern. The use of cloud based resources like Youtube and Google Docs, through mobile devices, positively influenced learner perceptions, making them prosumers (both consumers and producers) of education content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=pedagogy." title=" pedagogy."> pedagogy.</a> </p> <a href="https://publications.waset.org/5288/learners-perceptions-of-mobile-devices-for-learning-in-higher-education-towards-a-mobile-learning-pedagogical-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5288/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5288/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5288/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5288/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5288/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5288/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5288/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5288/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5288/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5288/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5288.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2195</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3198</span> A Study and Implementation of On-line Learning Diagnosis and Inquiry System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=YuLung%20Wu">YuLung Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Knowledge Structure Graph, each course unit represents a phase of learning activities. Both learning portfolios and Knowledge Structure Graphs contain learning information of students and let teachers know which content are difficulties and fails. The study purposes "Dual Mode On-line Learning Diagnosis System" that integrates two search methods: learning portfolio and knowledge structure. Teachers can operate the proposed system and obtain the information of specific students without any computer science background. The teachers can find out failed students in advance and provide remedial learning resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Knowledge%20Structure%20Graph" title="Knowledge Structure Graph">Knowledge Structure Graph</a>, <a href="https://publications.waset.org/search?q=On-line%20LearningDiagnosis" title=" On-line LearningDiagnosis"> On-line LearningDiagnosis</a> </p> <a href="https://publications.waset.org/7133/a-study-and-implementation-of-on-line-learning-diagnosis-and-inquiry-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7133/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7133/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7133/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7133/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7133/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7133/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7133/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7133/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7133/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7133/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1465</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3197</span> Learning Object Interface Adapted to the Learner's Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zenaide%20Carvalho%20da%20Silva">Zenaide Carvalho da Silva</a>, <a href="https://publications.waset.org/search?q=Leandro%20Rodrigues%20Ferreira"> Leandro Rodrigues Ferreira</a>, <a href="https://publications.waset.org/search?q=Andrey%20Ricardo%20Pimentel"> Andrey Ricardo Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>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.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptation" title="Adaptation">Adaptation</a>, <a href="https://publications.waset.org/search?q=interface" title=" interface"> interface</a>, <a href="https://publications.waset.org/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/search?q=learning%20style." title=" learning style. "> learning style. </a> </p> <a href="https://publications.waset.org/10007979/learning-object-interface-adapted-to-the-learners-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007979/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007979/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007979/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007979/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007979/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007979/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007979/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007979/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007979/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007979/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007979.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">986</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3196</span> E-Learning Recommender System Based on Collaborative Filtering and Ontology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=John%20Tarus">John Tarus</a>, <a href="https://publications.waset.org/search?q=Zhendong%20Niu"> Zhendong Niu</a>, <a href="https://publications.waset.org/search?q=Bakhti%20Khadidja"> Bakhti Khadidja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In recent years, e-learning recommender systems has attracted great attention as a solution towards addressing the problem of information overload in e-learning environments and providing relevant recommendations to online learners. E-learning recommenders continue to play an increasing educational role in aiding learners to find appropriate learning materials to support the achievement of their learning goals. Although general recommender systems have recorded significant success in solving the problem of information overload in e-commerce domains and providing accurate recommendations, e-learning recommender systems on the other hand still face some issues arising from differences in learner characteristics such as learning style, skill level and study level. Conventional recommendation techniques such as collaborative filtering and content-based deal with only two types of entities namely users and items with their ratings. These conventional recommender systems do not take into account the learner characteristics in their recommendation process. Therefore, conventional recommendation techniques cannot make accurate and personalized recommendations in e-learning environment. In this paper, we propose a recommendation technique combining collaborative filtering and ontology to recommend personalized learning materials to online learners. Ontology is used to incorporate the learner characteristics into the recommendation process alongside the ratings while collaborate filtering predicts ratings and generate recommendations. Furthermore, ontological knowledge is used by the recommender system at the initial stages in the absence of ratings to alleviate the cold-start problem. Evaluation results show that our proposed recommendation technique outperforms collaborative filtering on its own in terms of personalization and recommendation accuracy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Collaborative%20filtering" title="Collaborative filtering">Collaborative filtering</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/search?q=recommender%20system." title=" recommender system."> recommender system.</a> </p> <a href="https://publications.waset.org/10006531/e-learning-recommender-system-based-on-collaborative-filtering-and-ontology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006531/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006531/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006531/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006531/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006531/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006531/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006531/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006531/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006531/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006531/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006531.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3115</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3195</span> Project Base Learning for IT Personnel Resources Development using TVML</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tansuriyavong%20Suriyon">Tansuriyavong Suriyon</a>, <a href="https://publications.waset.org/search?q=Endo%20Takanobu"> Endo Takanobu</a>, <a href="https://publications.waset.org/search?q=Boonmee%20Choompol"> Boonmee Choompol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using the animations video of teaching materials is an effective learning method. However, we thought that more effective learning method is to produce the teaching video by learners themselves. The learners who act as the producer must learn and understand well to produce and present video of teaching materials to others. The purpose of this study is to propose the project based learning (PBL) technique by co-producing video of IT (information technology) teaching materials. We used the T2V player to produce the video based on TVML a TV program description language. By proposed method, we have assigned the learners to produce the animations video for 鈥淣ational Examination for Information Processing Technicians (IPA examination)" in Japan, in order to get them learns various knowledge and skill on IT field. Experimental result showed that learning effect has occurred at the video production process that useful for IT personnel resources development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=TVML" title="TVML ">TVML </a>, <a href="https://publications.waset.org/search?q=T2V%20Player" title=" T2V Player"> T2V Player</a>, <a href="https://publications.waset.org/search?q=The%20animation%20made%20as%20learning%20materials" title=" The animation made as learning materials"> The animation made as learning materials</a>, <a href="https://publications.waset.org/search?q=National%20Examination%20for%20Information%20Processing%20Technicians" title=" National Examination for Information Processing Technicians"> National Examination for Information Processing Technicians</a>, <a href="https://publications.waset.org/search?q=IT%20Education" title=" IT Education"> IT Education</a>, <a href="https://publications.waset.org/search?q=Problem%20Based%20Learning" title=" Problem Based Learning"> Problem Based Learning</a> </p> <a href="https://publications.waset.org/1582/project-base-learning-for-it-personnel-resources-development-using-tvml" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1582/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1582/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1582/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1582/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1582/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1582/json" target="_blank" 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