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dc.contributor.authorHenning, Peter A.
dc.contributor.authorForstner, Alexandra
dc.contributor.authorHeberle, Florian
dc.contributor.authorSwertz, Christian
dc.contributor.authorSchmol, Alexander
dc.contributor.authorBarberi, Alessandro
dc.contributor.authorVerdu, Elena
dc.contributor.authorRegueras, Luisa M.
dc.contributor.authorVerdu, Maria J.
dc.contributor.authorCastro, Juan Pablo De
dc.contributor.authorBurgos, Daniel
dc.contributor.authorValentin, Luis De La Fuente
dc.contributor.authorGal, Eran
dc.contributor.authorParodi, Elisabetta
dc.contributor.authorSchwertel, Uta
dc.contributor.authorLearning, Sven Steudter
dc.contributor.editorTrahasch, Stephan
dc.contributor.editorPlötzner, Rolf
dc.contributor.editorSchneider, Gerhard
dc.contributor.editorSassiat, Daniel
dc.contributor.editorGayer, Claudia
dc.contributor.editorWöhrle, Nicole
dc.date.accessioned2017-07-26T14:10:52Z
dc.date.available2017-07-26T14:10:52Z
dc.date.issued2014
dc.identifier.isbn978-3-88579-627-5
dc.identifier.issn1617-5468
dc.description.abstractWhen 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.en
dc.language.isoen
dc.publisherGesellschaft für Informatik e.V.
dc.relation.ispartofDeLFI 2014 - Die 12. e-Learning Fachtagung Informatik
dc.relation.ispartofseriesLecture Notes in Informatics (LNI) - Proceedings, Volume P-233
dc.titlePathway recommendation based on a pedagogical ontology and its implementation in moodleen
dc.typeText/Conference Paper
dc.pubPlaceBonn
mci.reference.pages39-50
mci.conference.locationFreiburg
mci.conference.date15.-17. September 2014


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