Investigating the Reuse of Course Generation Knowledge

Authors:
Carsten Ullrich;Qinghua Chen;Sushing Chen;Liping Shen;Ruimin Shen
Affiliations:
DFKI GmbH, Germany, cullrich@activemath.org and Computer Science Department, Shanghai Jiao Tong University, China;Computer Science Department, Shanghai Jiao Tong University, China;PICB, Shanghai, China;Computer Science Department, Shanghai Jiao Tong University, China;Computer Science Department, Shanghai Jiao Tong University, China
Venue:
Proceedings of the 2007 conference on Supporting Learning Flow through Integrative Technologies
Year:
2007

Citing 5
Cited 0

Using planning techniques in intelligent tutoring systems

International Journal of Man-Machine Studies
AHAM: a Dexter-based reference model for adaptive hypermedia

Proceedings of the tenth ACM Conference on Hypertext and hypermedia : returning to our diverse roots: returning to our diverse roots
Taverna: lessons in creating a workflow environment for the life sciences: Research Articles

Concurrency and Computation: Practice & Experience - Workflow in Grid Systems
SHOP2: an HTN planning system

Journal of Artificial Intelligence Research
Ontological support for a theory-eclectic approach to instructional and learning design

EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing

Quantified Score

Hi-index	0.00

Visualization

Abstract

Course generation knowledge, i.e., how to assemble a sequence of learning objects which is adapted to a learner's goals, competencies and preferences, is hard to assess and expensive to formalize, at least if it is based on pedagogical principles. On the other hand, once a course generator has been developed, it allows generating personalized courses for individual users at a relatively low cost. Therefore, course generation lends itself of being available as a (Web) service such that other systems can access its functionality without having to implement the knowledge themselves. In this paper we investigate whether this reuse of course generation knowledge works in practice. We took a course generator that was developed in the European project LeActiveMath and made it available for use in a Chinese distant university. In the paper, we describe how we represent the generic course generation knowledge and the difficulties we faced and the results we achieved when we applied the course generator in the Chinese setting. We also report on using course generation in a bioinformatic workflow environment.