Time-dependent utility and action under uncertainty
Proceedings of the seventh conference (1991) on Uncertainty in artificial intelligence
Restructuring, constructivism, and technology: forging a new relationship
Educational Technology
Operational rationality through compilation of anytime algorithms
Operational rationality through compilation of anytime algorithms
Just-in-time learning in software engineering
Journal of Computers in Mathematics and Science Teaching
Adaptive hypermedia: from systems to framework
ACM Computing Surveys (CSUR)
Modern Information Retrieval
Learning Objects Based Framework for Self-Adaptive Learning
Education and Information Technologies
On Automated Lesson Construction from Electronic Textbooks
IEEE Transactions on Knowledge and Data Engineering
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Can E-Learning Be Made Real-Time?
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Guest Editors' Introduction: Semantic-Web-Based Knowledge Management
IEEE Internet Computing
Semantic web technologies for the adaptive web
The adaptive web
Integrating open user modeling and learning content management for the semantic web
UM'05 Proceedings of the 10th international conference on User Modeling
Examples of distance learning projects in the European Community
IEEE Transactions on Education
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Time-dependent instruction appears to shape next-generation learning systems, where the value of instruction is as important as the time it takes to learn. The ability to grasp the exact knowledge required to accomplish a specific task, in the allotted time, is a key factor for organisations to remain economically competitive in the new knowledge society era. Time-constrained learning is a new concept which requires a multilevel cognitive organisation of knowledge to suit various learning profiles. This paper proposes an ontology-based authoring tool capable of mapping concepts to learning resources to different granularity levels, hence customising learning-delivery to time-constrained learners. The proposed framework in this paper distils knowledge to meet timeliness using a judicious application of real-time systems principles. This interdisciplinary learning design advocates progressive levels of learning which trade learning granularity with allocated instruction time. The paper provides performance and experimental studies using an evaluation model and a validation approach through use cases. The results show interesting performance tradeoffs in analysing the cognitive perception of time-dependent learning.