Logo des Repositoriums

Auflistung nach Autor:in "Forstner, Alexandra"

1 - 4 von 4
  • Konferenzbeitrag
    Lernpfadmodellierung mit der Webdidaktik für die adaptiven Erweiterung von Lernmanagementsystemen
    (DeLFI 2013: Die 11 e-Learning Fachtagung Informatik, 2013) Swertz, Christian; Schmölz, Alexander; Forstner, Alexandra; Dambier, Nathalie; Heberle, Florian; Henning, Peter; Streicher, Alexander; Burghart, Catherine; Bock, Jürgen; Badii, Atta; Fuente, Luis De La; Parodi, Elisabetta; Thiemert, Daniel; Gal, Eran; Ronen, Michaela; Zander, Stefan
  • Konferenzbeitrag
    Pathway recommendation based on a pedagogical ontology and its implementation in moodle
    (DeLFI 2014 - Die 12. e-Learning Fachtagung Informatik, 2014) Henning, Peter A.; Forstner, Alexandra; Heberle, Florian; Swertz, Christian; Schmol, Alexander; Barberi, Alessandro; Verdu, Elena; Regueras, Luisa M.; Verdu, Maria J.; Castro, Juan Pablo De; Burgos, Daniel; Valentin, Luis De La Fuente; Gal, Eran; Parodi, Elisabetta; Schwertel, Uta; Learning, Sven Steudter
    When learners may select among different alternatives, or are guided to do so by an adaptive learning environment (ALE), it is generally meaningful to discuss the concept of different learning pathways. Pedagogically, these learning pathways may either be defined macroscopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledge objects. In this contribution we consider such learning pathways from a pedagogical point of view and then establish a mathematical model for their traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example.
  • Konferenzbeitrag
    A pedagogical ontology as a playground in adaptive elearning environments
    (INFORMATIK 2013 – Informatik angepasst an Mensch, Organisation und Umwelt, 2013) Swertz, Christian; Schmölz, Alexander; Forstner, Alexandra; Heberle, Florian; Henning, Peter; Streicher, Alexander; Bargel, Bela Andreas; Bock, Jürgen; Zander, Stefan
    The support for teaching and learning with semantic technologies and intelligent knowledge processing has been approached by four concepts: pro- grammed instruction, adaptive learning environments, intelligent tutoring systems, and educational recommender systems. While the demand for automated support in teaching and learning is estimated as high, the use of developed systems is ob- servably low. With reference to educational theories, this paper argues that one reason for this is an overestimation of the possibilities of such systems. Consider- ing the limitations of automated systems in human communication as a constraint, a pedagogical ontology as a description language is proposed that opens up an edu- cational playground for teachers and learners.
  • Konferenzbeitrag
    Personalized web learning by joining OER
    (DeLFI 2014 - Die 12. e-Learning Fachtagung Informatik, 2014) Henning, Peter A.; Fuchs, Kevin; Bock, Jürgen; Zander, Stefan; Streicher, Alexander; Zielinski, Andrea; Swertz, Christian; Forstner, Alexandra; Badii, Atta; Thiemert, Daniel; Perales, Oscar Garcia
    We argue that quality issues and didactical concerns of MOOCs may be overcome by relying on small Open Educational Resources, joining them into concise courses by gluing them together along predefined learning pathways with proper semantic annotations. This new approach to adaptive learning does not attempt to model the learner, but rather concentrates on the learning process and established models thereof. Such a new approach does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which may interpret the semantic annotations as well as measure a learner's response to these. The EU FP7 project INTUITEL7 is introduced, which employs these technologies in a novel learning environment.