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1
Content available Adaptive Learning: Context and Complexity
100%
Dziuban C. , Howlin C. , Dr. Moskal P. D. , Dr. Johnson C. , Eid M. , Kmetz B.
e-mentor
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2018
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nr 5 (77)
13-23
EN
Adaptive learning technologies impact higher education by modifying the traditional time constraints placed on the learning cycle, thus permitting students to compress or expand their learning spaces. Previous work by the authors has demonstrated dimensional stability in the adaptive process across universities with considerably different strategic initiatives. However, a prevailing question remains about the correspondence of student position on those components. Transformed component scores for the four stable dimensions (knowledge acquisition, engagement, growth and communication) have been contrasted for comparability in beginning Algebra, College Algebra and Nursing courses at the University of Central Florida and the Colorado Technical University on several metrics generated by the Realizeit adaptive learning platform. The results indicated considerable variability in student affinity for the underlying dimensions depending on a number of considerations such as course length, subject area, and the instructional design process. The authors have concluded that adaptive learning is a complex system in which the interaction of the elements becomes more important than individual measures for understanding the emergent property of this learning environment. Finally, they contend that the potential value added of adaptive learning must be carefully considered with respect to its opportunity cost.
2
Content available remote Rough Sets and Vague Concepts
100%
Skowron A.
Fundamenta Informaticae
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2005
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tom Vol. 64, nr 1-4
417-431
EN
The approximation space definition has evolved in rough set theory over the last 15 years. The aim was to build a unified framework for concept approximations. We present an overview of this evolution together with some operations on approximation spaces that are used in searching for relevant approximation spaces. Among such operations are inductive extensions and granulations of approximation spaces. We emphasize important consequences of the paper for research on approximation of vague concepts and reasoning about them in the framework of adaptive learning. This requires developing new approach to vague concepts going beyond the traditional rough or fuzzy approaches.
3
Content available Management of engineering knowledge in information-educational environment of transport enterprises
84%
Dzhuguryan L.
Autobusy : technika, eksploatacja, systemy transportowe
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2018
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tom R. 19, nr 12
1055--1058
EN
The article deals with the issues of engineering knowledge management for the formation of information and educational environment of the transport enterprise. The possibilities of transformation of information, experience and competence of engineering personnel into knowledge used for its group and individual training based on adaptive training system are analyzed.
PL
W artykule omówiono problematykę zarządzania wiedzą inżynierską dla tworzenia środowiska informacyjno-edukacyjnego przedsiębiorstwa transportowego. Przeanalizowano możliwości transformacji informacji, doświadczenia i kompetencji kadry inżynierskiej w wiedzę wykorzystywaną do szkolenia grupowego i indywidualnego w oparciu o adaptacyjny system szkoleniowy.
4
Content available Objectives and Content of E-module “Tools for Adaptive Learning. Learning Styles” within the MOOC Course “ICT Tools for E-learning”
84%
Malach J. , Kostolányová K. , Chmura M. , Nagyová I. , Prextová T.
International Journal of Research in E-learning IJREL
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2016
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tom 2
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nr 1
28-40
EN
The paper presents the objectives and content of the educational module “Tools for Adaptive Learning. Learning Styles” within the MOOC course “ICT Tools for E-learning,” which is being developed at the University of Ostrava as an outcome of the IRNet project. The main aim of the course is to provide both academic scholars and students with the theoretical foundation of adaptive learning that will allow them to acquire skills, to use the existing courses in the existing adaptive e-systems, and/or to create new courses and systems. The content of the course includes the following: defining basic constructs used in the course; overview of the development of adaptive learning with the use of educational technologies, its theoretical concepts, and representatives; presentation of the results of the previous researches and educational effects of adaptive (e-)learning, and some of the concepts of adaptive learning that have recently been developed at the University of Ostrava.
5
Content available Interactive monitoring and assessment of knowledge based on an adaptive learning system
84%
Dzhuguryan L.
Autobusy : technika, eksploatacja, systemy transportowe
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2018
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tom R. 19, nr 12
1051--1054
EN
The article deals with the problems, disadvantages and advantages of using adaptive learning systems in interactive monitoring and assessment of knowledge. Methodical and technical aspects of interactive monitoring and assessment of knowledge based on the adaptive learning system are defined. The schemes of the algorithms based on which the learning process with simultaneous interactive monitoring and assessment of knowledge is realized is offered. Recommendations on the use of software products for the implementation of interactive monitoring and assessment of knowledge based on an adaptive learning system are proposed.
PL
W artykule omówiono problemy, wady i zalety stosowania adaptacyjnych systemów nauczenia w interaktywnym monitorowaniu i ocenie wiedzy. Określono metodyczne i techniczne aspekty interaktywnego monitorowania i oceny wiedzy w oparciu o adaptacyjny system nauczenia. Zaproponowano schematy algorytmów, na podstawie których realizowany jest proces nauczenia z jednoczesnym interaktywnym monitorowaniem i oceną wiedzy. Proponuje się zalecenia dotyczące wykorzystania oprogramowania do wdrażania interaktywnego monitorowania i oceny wiedzy w oparciu o adaptacyjnej systemie nauczenia.
6
Porównanie platform utworzonych na bazie modeli SCORM i IMS QTI w aspekcie realizacji adaptowalnych e-kursów: Moodle CMS vs. TeleEdu™ LMS
67%
Abramowicz A.
Elektronika : konstrukcje, technologie, zastosowania
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2008
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tom Vol. 49, nr 12
154-158
PL
Celem artykułu jest ocena możliwości funkcjonalnych platformy open source Moodle w zakresie wykonywania adaptowalnych kursów elektronicznych, opracowanych za pomocą narzędzi autorskich dostępnych na platformie. Kursy adaptowalne umożliwiają dostosowanie procesu nauczania do możliwości szkolonego, jego początkowego stanu wiedzy, postępów, preferencji i potrzeb. Kursy takie wpływają na zwiększenie skuteczności procesu szkolenia i są obecnie ważnym kierunkiem rozwoju e-learningu. Artykuł obejmuje porównanie tych możliwości z funkcjonalnością rozwijanej w Instytucie Maszyn Matematycznych technologii TeleEdu™.
EN
The aim of the article is to analyse open source Moodle platform with respect to ability to develop adaptive e-courses, using built-in authoring tools. Adaptive e-courses just adapt learning process to students' abilities, their starting level of competence, progress in studies, their needs and expectations. Thus they increase the effectiveness of learning. Adaptive courses have essential significance in contemporary trends of e-learning. The paper covers also the comparison of Moodle platform with relative abilities of TeleEdu™ - a technology created and developed in Warsaw Institute of Mathematical Machines.
7
Content available remote On-line adaptive learning rate BP algorithm for MLP and application to an identification problem
67%
Sha D. H. , Bajić V. B.
Journal of Applied Computer Science
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1999
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tom Vol. 7, nr 2
67-82
EN
An on-line algorithm that uses an adaptive learning rate is proposed. Its development is based on the analysis of the convergence of the conventional gradient descent method for three-layer BP neural networks. The effectiveness of the proposed algorithm applied to the identification and prediction of behavior of non-linear dynamic systems is demonstrated by simulation experiments.
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