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Curriculum management using web intelligence

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  1. Abstract
  2. Introduction
  3. Related work
  4. Dynamic courseware generation
  5. The lesson aggregation module
    1. ANFIS-based lesson aggregation model
  6. Conclusion
  7. References

The major objective of an intelligent tutoring system is to provide adaptivity of the course material according to the learners need and background knowledge. In Automatic Courseware Sequencing, the main idea is to generate the course material that is well suited for the learner according to the needs. The two main approaches have been identified for automatic courseware sequencing: Adaptive Courseware Generation and Dynamic Courseware Generation. This paper presents the dynamic courseware generation as incorporated in a web-based intelligent tutoring system (ITS). A brief review of related work in the area of dynamic courseware generation is presented. The proposed scheme for generating course material based on adaptive-network based fuzzy inference system (ANFIS) is described next. The paper concludes with discussion, advantages of such a scheme. Keywords: Intelligent Tutoring System, Web-based Intelligent Tutoring System, Adaptive network-based inference system (ANFIS), Dynamic Courseware Generation.

[...] An Intelligent Tutoring System should be typically strongly adaptive, working in a wellstructured information space; gathering data about the user's movements and using this information to dynamically modify the presentation and functionality of the system in clearly defined ways. It is again to emphasize that adaptivity is not a technology, but a goal. Adaptivity is a common functional goal of intelligent systems. In summary, for a system to be called an adaptive system it must have the following characteristics [Eklund & Brusilovsky, 1999]: a. [...]

[...] ?Neuro-Fuzzy and Soft Computing?, PTR Prentice Hall [Lesgold et al., 1987] Lesgold, A.M., Bona, J.G., Ivill, J.M., Bowen, A. (1987). ?Toward a theory of curriculum for use in designing intelligent instructional systems?, In: Mandl, H., Lesgold, A.M. (eds.): Learning Issues for Intelligent Tutoring Systems. Springer-Verlag, New York. [Murray, 1996] Murray, T. (1996). ?Special Purpose Ontologies and the Representation of Pedagogical Knowledge?, In Proceedings of International Conference for the Learning Sciences (ICLS-96), Evanston, IL AACE: Charlottesville, VA [PERSEUS, 2003] PERSEUS (2003). Webdocument available [...]

[...] To this end, a three-layer curriculum representation has been suggested with each layer providing a different type of pedagogical information [Lesgold et al.,1987]. This distributed approach to subject matter representation emphasizes the notion of lesson rather than that of model as a reservoir of domain knowledge and forms the basis of three-layer architecture [Wenger, 1987]. The proposed model is designed in such a manner that adaptivity of lesson to the learners' knowledge level is simplified and it is based on domain independent metrics. [...]

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