Abstract
Adaptive learning systems attempt to adapt learning content to suit the needs of the learners using the system. Most adaptive techniques, however, are constrained by the pedagogical preference of the author of the system and are always constrained to the system they were developed for and the domain content. Understanding the environmental constructs of a learning environment is critical to be able to consider adapting content to individual learners. A sample personal profile is described that can be used to automatically generate instructional content to suit the pedagogical preference and cognitive ability of a learner in real time, in an online learning environment. This paper introduces a Content Analyser (CA) that is used to automatically generate metadata to encapsulate cognitive resources within instructional content. The analyser is designed to bridge the perceived gap found within instructional repositories between inconsistent metadata created for instructional content and multiple metadata standards being used. All instructional content that is analysed is repackaged as Sharable Content Object Reference Model (SCORM) conforming content.
Highlights
There are roughly seventy million people in higher education worldwide
It was found by Norm Freisen [8] that only 57% of content authors complete keywords within Learning Object Metadata (LOM) files associated with Sharable Content Object Reference Model (SCORM) content, this results in a large amount of learning objects with insufficient metadata, for search and discovery
The Content Analyser (CA) takes as input some instructional content (.txt files, .doc files, .html files or .zip files), decouples the content and generates Sharable Content Objects (SCOs) with added metadata to describe the type of information, the amount of information, the size of the instructional space, the readability level of the content and the VARK representation of the instructional material
Summary
There are roughly seventy million people in higher education worldwide. This number is expected to more than double before the year 2025 to over 160 million people [1]. One possible solution to cater for the expected influx of people entering into higher education is to automate the process of learning using online learning environments. Learning Management Systems (LMS) like Moodle, Sakai, Blackboard, and Desire2Learn act as a framework for educational providers to organize and deliver their instructional content in a standard way. They offer some blended learning facilities to promote a constructivist approach to learning, for example using discussion forums...etc. No content adaptation is taken into consideration, these platforms only act to transfer the educational sector into an online environment including an easy to use interface to enable the management of educational material
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