One corollary of the Cullen Scha er's Conservation Law of Generalization Performance indicates that no learner is generally better than another learner. If the rst learner performs better than the second learner on some learning situations, the rst learner must perform worse than the second learner on other learning situations. Unfortunately, the corollary does not provide a description of the ...

This paper proposes a new approach to automatic retrieval and composition of Learning Objects (LOs) in an Adaptive Educational Hypermedia System (AEHS) using multidimensional learner characteristics to enhance learning effectiveness. The approach focuses on adaptive techniques in four components of AEHS: Learning Paths, LO Retrieval, LO Sequencing, and Examination Difficulty Levels. This approa...

The success of a learning environment can be measured in terms of improvement in learner performances as well as positive learner engagement in metacognitive traits. A large body of educational technology literature establishes a positive correlation between the application of learning technologies and learner performances. In addressing the other aspect of success, this chapter presents a stud...

This paper presents a first attempt to describe the relevance and importance of a Digital Learner Identity in the context of supporting lifelong learners. A Digital Learner Identity is an augmented user model that captures the traces lifelong learners leave in their digital, social and physical worlds, all combined in a single model. In this paper we start looking at the notion of offline ident...

This paper describes a study of teacher scaffolding to support reflection and self-regulated learning (SRL) with an open learner model (OLM) in a geography based task on a touch screen. The study was carried out in 6 one-on-one sessions with students between the ages of 10 and 11. We present examples of teachers scaffolding students’ SRL behaviours using the OLM, demonstrating how an OLM can be...

This article introduces an approach to adaptive wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of their learning objectives. The approach is presented a...

An important activity for the learner while learning is the reflection on the learning path and strategy. So far, not many tools provide an automatic support for the reflection on the learning activities. Here, we describe our approach to enable reflection with the help of usage and contextual metadata. We describe how we capture usage information and provide algorithms like the identification ...

We developed a distributed support model in an interface for distant learning. The support is integrated into the ExploraGraph navigator which makes it possible to navigate through conceptual graphs of activities and knowledge elements. The learner may specify goals using a Control Panel (Explore the calendar, the content, Plan my activities). He may specify his degree of completion of the elem...

Qualitative Reasoning (QR) formalisms provide ontological primitives for capturing conceptual knowledge. Recently QR-based diagrammatic tools are being developed to support learners in creating concept maps as means to acquire such knowledge. However, QR formalisms are complex which hampers their usability. While other approaches address this by simplifying the formalism they use, we seek the s...