When trying to learn a model for the prediction of an outcome given a set of covariates, a statistician has many estimation procedures in their toolbox. A few examples of these candidate learners are: least squares, least angle regression, random forests, and spline regression. Previous articles (van der Laan and Dudoit (2003); van der Laan et al. (2006); Sinisi et al. (2007)) theoretically val...

  Abstract Autonomy is the ability to take charge of one’s own learning. However, this ability is not inborn and must be acquired by formal instruction (Holec, 1981). Therefore, to offer a systematic approach to the devel-opment of learner autonomy in language learning process, Benson (2001) argues that learner autonomy is described in terms of learners’ control over the three dimensions of lea...

In this paper we look at learner-formulated questions in technology-supported learning applications. Traditionally, technology-supported learning applications request input from the learner. The learner’s response is used to assess the knowledge of the learner, to define a navigation path through the material or to construct a learner model. With our work we want to add another form of interact...

The learner model is a key component of any adaptive E-Learning system, including educational games, as it stores the information about the learner, which can then be used to provide personalized experience. Recently, there has been growing interest in creating learner models using educational games. This is due to the limitations of traditional E-Learning systems, since the learner interaction...

Basics 5 Learning Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Task types and creation . . . . . . . . . . . . . . . . . . . . . . . 5 Further settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Accessing a learning task . . . . . . . . . . . . . . . . . . . . . . 10 Modifying a learning task . . . . . . . . . . . . . . . . . . . . . . 13 Example tasks a...

This paper presents a comprehensive conceptual framework and notation for learner modelling in intelligent tutoring systems. The framework is based upon the computational distinction between behaviour, behavioural knowledge, and conceptual knowledge (in a 'vertical' dimension) and between the system, the learner, and the system's representation of the learner (in a 'horizontal' dimension). All ...

Open learner models to facilitate reflection are becoming more common in adaptive learning environments. There are a variety of approaches to presenting the learner model to the student, and for the student to interact with their open learner model, as the requirements for an open learner model will vary depending on the aims of the system. In this paper we extend existing approaches yet furthe...