Course and exercise sequencing using metadata in adaptive hypermedia learning systems
Journal on Educational Resources in Computing (JERIC)
Multi-model, Metadata Driven Approach to Adaptive Hypermedia Services for Personalized eLearning
AH '02 Proceedings of the Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Artificial Intelligence: A Modern Approach
Artificial Intelligence: A Modern Approach
KnowledgeTree: a distributed architecture for adaptive e-learning
Proceedings of the 13th international World Wide Web conference on Alternate track papers & posters
Web-Based Adaptive Tutoring: An Approach Based on Logic Agents and Reasoning about Actions
Artificial Intelligence Review
Cognitive style, hypermedia navigation and learning
Computers & Education
AWELS: Adaptive Web-Based Education and Learning Styles
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
An ontology-based planning system for e-course generation
Expert Systems with Applications: An International Journal
Dynamic Tailoring of SCORM Sequencing and Navigation Rules
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Supporting Users in Creating Pedagogically Sound Personalised Learning Objects
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Automatic Generation of User Adapted Learning Designs: An AI-Planning Proposal
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Analysis on the adaptive scaffolding learning path and the learning performance of e-learning
WSEAS Transactions on Information Science and Applications
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The success of communities generally implies both growth of the participants and thus of their contributions, and an increasing array of services offered. For this reason, it is often difficult for new users to fully understand the potential of the community, while for expert users it becomes difficult both to manage the resources available in an effective and efficacious way, and to keep track of the expansion of the community. In order to overcome this problem it is necessary to provide the user with some teaching about the changes occurring in the community. The present paper focuses on the problem of personalising such teaching, tailoring it to the user's cognitive and learning styles in order to supply the didactic material in the form best suited to the user, and thus facilitate learning of the knowledge sharing environment. Tailoring the teaching strategy is an innovative issue in the context of knowledge sharing communities.