E-learning support system aided by VSM based Question Answering System

2013 ◽  
Author(s):  
Tian Xia ◽  
Yanmei Chai ◽  
Hong Lu ◽  
Tong Wang
Keyword(s):  
Support System ◽  
Question Answering ◽  
Learning Support ◽  
Question Answering System ◽  
Learning Support System ◽  
E Learning

Intelligent Work-Study Support Based on Interactive Web Guide

2007 ◽  
Vol 11 (1) ◽  
pp. 118-125
Author(s):  
Masaaki Tanaka ◽  
◽  
Tokuro Matsuo ◽  
Takayuki Ito ◽  
Tadachika Ozono ◽  
...  
Keyword(s):  
Support System ◽  
Web Pages ◽  
Learning Support ◽  
Web Based ◽  
Learning Support System ◽  
E Learning ◽  
Study Support ◽  
Historical Sites ◽  
Online Web

Advances in the Internet have enabled the dissemination of many types of e-learning in assisted education. We propose a collaborative learning support system (CLSS) for studying in the classroom and off-campus. Users study cultural and historical sites through a field trip using our system and cellphones. We report the results of learning based on experience and study using online Web-based authoring support overcoming the limitations of conventional Web page authoring support making it difficult for learners to make web pages. We propose a Web-pamphlet making support system (WPASS) as a CLSS subsystem in which users easily construct and edit their study notes. The WPASS provide services to edit Web pages via a browser and enables teachers to advise learners thorough these pages. We discuss the advantages and effectiveness of our proposal, which supports making a Web guide for users in experienced learning, making and editing Web pages in real time and write about their experiences using cellphones. CLSS has the advantages of enabling (1) beginners to become experienced in PC use, (2) users to make Web guides for their activities, (3) mentors to give appropriate Web guidance, (4) users to learn and discuss the ethics of using cellphones in public, (5) users to keep long-term records of activities.

scholarly journals МОДЕЛЬ ВИКОРИСТАННЯ СИСТЕМИ ПІДТРИМКИ E-LEARNING ДЛЯ РОЗВИТКУ ІКТ-КОМПЕТЕНТНОСТЕЙ ПРАЦІВНИКІВ ЦЕНТРІВ ДИСТАНЦІЙНОЇ ОСВІТИ УНІВЕРСИТЕТІВ

2017 ◽  
Vol 61 (5) ◽  
pp. 76
Author(s):  
Anton Yu. Zabolotskii
Keyword(s):  
Support System ◽  
Educational Process ◽  
Human Interaction ◽  
Learning Support ◽  
Ict Competence ◽  
Learning Support System ◽  
E Learning ◽  
The Subject ◽  
The University

The article presents the e-learning support system’s construction for the university. It is provided the model of using the e-learning support system as a tool to increase ICT competence of employees of the distance education centres of universities. There are formulated main tasks that the e-learning support system should solve. It has been carried out analysis of the theory of knowledge, philosophy and psychology on the subject nature of human activity, the activity approach to the development of the person, didactic positions, the theory of the step-by-step formation of mental actions, didactic ideas of the problem approach to learning process. It was stated that one of the key problems of the informatization of society is a problem of a human interaction with various information systems. This problem is especially acute in education domain, where the role of the teacher as the most important source of knowledge was considered traditionally unconditional. The above mentioned challenges need to seek a new model of the educational process, to redefine the functions of its participants.

scholarly journals Semantic technologies in the online learning support system

2020 ◽  
Vol 15 (89) ◽  
pp. 52-61
Author(s):  
Irina Yu. Shpolianskaya ◽  
◽  
Tatyana A. Seredkina ◽  
Keyword(s):  
Support System ◽  
Recommendation System ◽  
User Profile ◽  
Subject Area ◽  
Online Resources ◽  
Learning Trajectory ◽  
Learning Support ◽  
User Characteristics ◽  
Learning Support System ◽  
E Learning

This paper presents a new approach to solving the problem of personalization of learning in a dynamic electronic environment. To make recommendations to students on choosing the most suitable online course, a semantically approach is used, based on the representation and use of knowledge about the subject area of e-learning and the characteristics of the student. Within the framework of this approach, a method of using OWL-ontology for integrating resources into an individual learning trajectory is proposed. Ontologies provide a more adequate representation of online resources and compatibility of the user request format with descriptions of education resources from different developers. The architecture of the e-learning support system for the selection of online resources for their further inclusion in the individual trajectory of student learning is defined. The recommendation system analyzes the context of the user profile to generate recommendations for the content of the training course. The system uses information from user profiles and queries to find a semantic match between the course information and the user profi of the student. The developed system is implemented as a set of personal agents and services that interact based on a knowledgebase represented as a set of interconnected ontological models. The system recommends a resource based on current requests and user characteristics regarding their profile. In the process, the system dynamically updates the knowledge base about the current user characteristics, thereby increasing the effectiveness of generated recommendations. Based on the recommendations received, the user can choose the most appropriate version of the composition of educational materials, taking into account their level of knowledge and their preferences.

Specification of an Adaptable and Inclusive E-Learning Support System

2010 ◽  
pp. 207-227
Author(s):  
Steve Green
Keyword(s):  
Learning Environment ◽  
Support System ◽  
Learning Support ◽  
User Profiles ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Support System ◽  
E Learning

The chapter outlines the problems associated with inclusive e-learning and the role that user profiles and an adaptation service can have to support personalization. The chapter introduces the idea of an Adaptable Personal Learning Environment (APLE) and looks at how one component, the Transformation, Augmentation and Substitution Service (TASS), can be formally specified using Prolog. The compliance with a range of standards is identified: in particular the IMS ACCLIP and ACCMD standards for accessible learner profiles and learner object metadata and the AccessForAll proposals. The chapter also considers issues of IMS and SCORM content packaging, learner information profiles and the JISC definitions for a Personal Learning Environment, all within the context of inclusive e-Learning support.

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