Abstract
The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools, and to implement this method in prototype of knowledge-based recommender system. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The novel method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created, and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.
Highlights
Personalised e-learning systems deal with appropriate personalisation techniques in order to maximise the effectiveness of learning
●● The knowledge-based recommender system and the domain description in ontology are applicable to personalised learning, i.e. the most appropriate tools, for learner’s desirable learning activity performance, can be selected based on his/her learning style
The domain knowledge described using OWL language could be used in different recommender systems by providing proposals to personalise learning taking into account learning content and learning activities
Summary
Personalised e-learning systems deal with appropriate personalisation techniques in order to maximise the effectiveness of learning. In practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement these methods. These tools are not always suitable for the task to which they are applied and they are not always properly used for a specific purpose.
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