Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects

Ignacio Gutiérrez,Sara De Freitas,M Paule,Víctor Álvarez,Juan Pérez-Pérez

doi:10.3390/systems4020024

Abstract

Dynamic sophisticated real-time adaptation is not possible with current e-learning technologies. Our proposal is based on changing the approach for the development of e-learning systems using dynamic languages and including them in both platforms and learning content specifications thereby making them adaptive. We propose a Sharable Auto-Adaptive Learning Object (SALO), defined as an object that includes learning content and describes its own behaviour supported by dynamic languages. We describe an example implementation of SALO for the delivery and assessment of a web development course using Moodle rubrics. As a result, the learning objects can dynamically adapt their characteristics and behaviour in e-learning platforms.

Highlights

The first Internet-based learning systems appeared over two decades ago and, since universities worldwide have incorporated online educational resources to complement classroom teaching [1]
The Sharable Auto-Adaptive Learning Object proposed in this investigation, integrates the data model, in such way that the LMS is not any more responsible for defining the behaviour of the Learning Objects (LOs), but the Shareable Auto-Adaptive Learning Object (SALO) itself determines it as an autonomous agent
There is a current emergence in research on context-sensitive and ubiquitous e-learning systems

Summary

Introduction

The first Internet-based learning systems appeared over two decades ago and, since universities worldwide have incorporated online educational resources to complement classroom teaching [1]. A more recent specification, Tin Can Api [6] introduces some improvements over the previous, like the ability of tracking learners’ progress These specifications, or de facto standards, make use of formal languages to describe LOs as an ensemble of teaching/learning resources, including a hierarchy and navigation structure that students follow to acquire the expected knowledge and skills. It is crucial for teaching and learning processes that systems manage information according to the needs and context of each individual student. Approaches to achieve this goal include: using sets of rules, proprietary objects and closed formats that belong to the application and the introduction of new languages for the definition and creation of adaptive processes [16,17,18]

Methods

Discussion

Conclusion