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A pedagogical ontology as a playground in adaptive elearning environments

dc.contributor.authorSwertz, Christian
dc.contributor.authorSchmölz, Alexander
dc.contributor.authorForstner, Alexandra
dc.contributor.authorHeberle, Florian
dc.contributor.authorHenning, Peter
dc.contributor.authorStreicher, Alexander
dc.contributor.authorBargel, Bela Andreas
dc.contributor.authorBock, Jürgen
dc.contributor.authorZander, Stefan
dc.contributor.editorHorbach, Matthias
dc.date.accessioned2019-03-07T09:31:36Z
dc.date.available2019-03-07T09:31:36Z
dc.date.issued2013
dc.description.abstractThe 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.en
dc.identifier.isbn978-3-88579-614-5
dc.identifier.pissn1617-5468
dc.identifier.urihttps://dl.gi.de/handle/20.500.12116/20629
dc.language.isoen
dc.publisherGesellschaft für Informatik e.V.
dc.relation.ispartofINFORMATIK 2013 – Informatik angepasst an Mensch, Organisation und Umwelt
dc.relation.ispartofseriesLecture Notes in Informatics (LNI) - Proceedings, Volume P-220
dc.titleA pedagogical ontology as a playground in adaptive elearning environmentsen
dc.typeText/Conference Paper
gi.citation.endPage1960
gi.citation.publisherPlaceBonn
gi.citation.startPage1955
gi.conference.date16.-20. September 2013
gi.conference.locationKoblenz
gi.conference.sessiontitleRegular Research Papers

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