Портал Знань Портал безперервного навчання

Портал знань — відкриті навчальні матеріали, дистанційне навчання, дистанційне тестування знань

Навчальні матеріали і Тестування знань

Лабораторія СЕТ | Дослідження, статті, розробки | Публікації | Complex model of educational hypermedia environment for ongoing learning

Дослідження, статті, розробки |

Публікації Лабораторії. Штучний інтелект в освіті. Дистанційне навчання

Complex model of educational hypermedia environment for ongoing learning

Безперервне навчання

Інтелектуальні системи навчання

Моделювання компетенцій

Наукові статті

Завантажити оригінальний файл статті у форматі .DOC

Gagarin A., Tytenko S. Complex model of educational hypermedia environment for ongoing learning // Образование и виртуальность – 2007. Сборник научных трудов 11-й Международной конференции Украинской ассоциации дистанционного образования / Под общ. ред. В.А. Гребенюка, Др Киншука и В.В. Семенца.– Харьков-Ялта: УАДО, 2007.– С. 140-145

Complex model of educational hypermedia environment for ongoing learning

Alexander Gagarin, Sergiy Tytenko

National Technical University of Ukraine “Kyiv Polytechnic Institute”,
Kyiv, Ukraine
Web: www.setlab.net

Abstract. This work proposes to solve contemporary educational problems with help of intelligent educational Web-based system which generates learning hypermedia environment. Foundations for such system development were considered. Main issue here is a problem of knowledge representation and knowledge management for education. Formalization has to envelop different knowledge layers connected to learning process. This situation is reflected in corresponded set of models. All these models, combining with each other, make up complex model for knowledge management in the system which generates educational hypermedia environment.

Introduction

Day by day we are becoming witnesses of rapid development and practical application of e-learning. At the same time distance learning exceeds the bounds of traditional university programs through which degree of bachelor and master are taken. Huge demand for educational services, rapid development and quality jump of information and communication technologies, World Wide Web improving – all those things result in appearance of new wave of educational Web services.

In contrast to unwieldy university programs will be proposed intensive and purposeful short-term educational programs through the Internet. Successful passing of such programs will be confirmed by diplomas or certificates. Many of those confirmation documents will become trustworthy at the labour-market and will help for job placement.

It is worthy to note that similar e-learning services have no the aim of fully substitution traditional forms of higher education. In this case namely higher education becomes the basis of learning continuation with that purposeful Web courses.

Actually the World Wide Web is already actively used for educational goals. There are a lot of educational projects types:

Official documentation and manuals (e.g. Microsoft MSDN, php.net etc. )
Professional Web communities (Delphi programmer community: dn.codegear.com/delphi/, http://www.delphikingdom.com/; Java developer communities: http://www.java.net/, http://jug.org.ua/ etc.)
Huge amount of personal Web sites containing educational resources in different professional areas
Wiki-systems that serve like a place of active collaboration for mutual educational content creation.

Moreover we already became witnesses of open Internet universities appearance. One of the Russian language Internet universities is intuit.ru. Open universities freely deliver large amount of educational materials.

But we still don’t observe sufficient influence of the universities on already formed professional personnel that is the people which already got higher education. Generally the university influence finishes after 5^th year of study. Of course it is worthy to remember instruction by correspondence, postgraduate courses, advanced training etc. But all of that cannot completely meet the society need in progressive, flexible and short-term educational programs.

So how will university area reply to challenge of ongoing learning? How will be realized new educational paradigm of lifelong learning (LLL)? The answer to educational challenge for higher education institutions lies in area of innovative pedagogic activities for organization of ongoing educational process.

We propose solution of methodical and information component of the problem through the intelligent Web-based system. Such system can be used by sub-faculties, institutes and universities for ongoing learning organization.

Problem statement

The final aim of the research is development of intelligent educational Web-based system with high level automation of different e-learning processes. The target of the system is to support of ongoing learning through the Internet. The system is realizing as tutoring hypermedia environment which works on the basis of its complex model. This model combine set of dependent models that describe structures and methods for different educational processes support. Thus the prerequisite to software implementation of the system is development of complex model of hypermedia environment.

System requirements and subtasks:

Development of unified integrated multi-subject storage of educational materials instead of set of separated educational courses
Educational content formalization. Realization of intelligent educational content approach. It means intelligent delivery of educational materials is doing on the basis of previously created intelligent content [2].
Tests and quizzes generation and automatic test evaluation and analysis.
Development of professional competencies model as a tool for modeling of learning objectives.
Realization of educational query conception. It means adjustment of learning process and educational environment on the basis of learning objectives modeling which done by educational query.
Adaptive educational content delivery and technologies of learning adaptation.

Models set for educational hypermedia environment

Below we list models which correspond to different e-learning processes and integrate into unified complex model of educational hypermedia environment for ongoing learning.

1. Complex Content Model (CCM). CCM is responsible for formalization of structure and content of all educational materials. This model is based on two depended models.

Concept-Thesis Model (CTM) is a model of didactic text formalization. CTM serves for content formalization of educational materials. CTM formalizes educational text by its semantic and didactic elements retrieving. Formalization takes place inside of the educational text fragment taking into account whole educational course structure. CTM is being actively used for automation of students’ knowledge assessment and for tests generation. Thus knowledge control serves for learning process adaptation.

Tree-Net Model of educational content organization (TNM). Tree-Net Model describes the structure of whole amount of educational materials. It has both - features of hierarchic and features of network data models. Tree-Net formalizes semantic and didactic structure and relationships of educational materials. TNM serves for knowledge management on two levels: (a) inside of educational course; (b) on the level of global set of educational courses. Tree-Net model is direct foundation of content delivery in educational hypermedia environment.

2. Model of Control and Diagnostic of Learning State and Knowledge Acquisition (MCD). MCD is a set of technologies of tests generation and automatic test analysis. MCD is realized on the basis of CCM. The building material for test tasks is semantic entities of Concept-Thesis model. Tree-Net model is being used for making connection between test’s tasks and portion of learning material. MCD serves also for checking of learning goals achievement. At the same time foregoing learning goals are represented with Professional Competencies Model (PCM).

3. Professional Competencies Model (PCM) models knowledge about specialties, professions and positions. Model describes particular professional competencies (knowledge, skills and attitudes) from which whole picture of specialty or position is formed. PCM focuses on professions and positions that are in popular demand on the labour-market. PCM is realized using connections between competencies and study materials (CCM). This model serves for modeling of learner goals and building of educational query to the system. Thus PCM and user educational query are been used for further hypermedia environment generation. Professional Competencies Model plays key role for organization of e-learning in terms of lifelong paradigm.

4. Educational Query Model (EQM) is a set of methods for realization of personal user demand to the system to get educational services. Query builds on the basis of CCM and PCM. It can contain information about target educational materials, professional competencies, specialty or position.

EQM is designed to initialize individual learning process. After educational query been formatted the system prepares new educational process, fixes learning goals, creates preliminary learner and teaching model, prepares particular volume of educational content and preliminary knowledge control. EQM serves as mechanism for individual educational hypermedia environment adjustment.

5. Educational Process Model (EPM) serves for organization and support of automatic learning. It is realized on the basis of CCM, MCD, PCM, EQM. Model contains set of methods and information structures for describing of educational goals, pedagogic strategies implementation and learning adaptation. EPM represents means of educational process organization. EPM consists of a number of dependent models.

Learner Model (LM) describes learner’s goals, knowledge and skills level, learning style and style of working with educational materials. It stores learner preferences about hypermedia environment adjustments. LM is structurally built on the basis of CCM, PCM and EQM.

Model of teaching and pedagogic strategies (Teaching Model, TM) describes methods of study materials delivery, decision making about personal learning script and adaptation, knowledge control points and ways of control.

At the same time TM consists of number depended models:

Course Generation Model (CGM) describes structures, methods and algorithms of learning course generation and storage. It helps to retrieve specific educational content from the global content storage based on CCM.
Learning Course Model (LCM) describes set of content which was retrieved with help of CGM and being used in particular learning process. It is functional built on the basis of LM and MCD.
Adaptation Model (AM) describes adaptation technologies for educational process. It
Content Visualization and Interface Model (VIM) is used for adjustment of content visualization and user interface of the system. It describes ways of interface representation of educational hypermedia environment.
Meta Model (Meta-TM) contains specific tools and serves for constructing and adjustment of personal Teaching Model (TM) by tutors. This personal Teaching Model (TM) which was constructed with help of Meta-TM could be used for particular courses and study processes.

Education Organizing Model (EOM) describes organization aspects of distance learning. It serves for solving of such tasks as authorization and user accounts, user roles, schedule and dates of study events, learning group management, financial issues, electronic dean's office, etc.

Educational Community Model (ECM) is a part of the Education Organizing Model. ECM serves for support of user interaction via the Internet. It contains such traditional ways of communication as e-mailing, forums, blogs, and also wiki-content. The goal of ECM is to describe and to represent united model of polytypic user interaction during educational process.

Diagrammatic representation of the complex model of educational hypermedia environment and its key inner relations is shown in Figure 1.

Можливо, ваш переглядач не підтримує формату цього зображення.

Fig. 1. Diagrammatic representation of the complex model of educational hypermedia environment.

First step using the system is educational material preparing. Then these materials are being formalized and transferring into complex knowledge base of educational content (CCM). Content formalization is taking place at two levels in order to Concept-Thesis Model and Tree-Net Model. At the same time experts are preparing professional competencies system (PCM). Connections between competencies and elements of the knowledge base of educational content are being set.

User interacts with the system and educational query (EQM) is being created on the basis of professional competencies model. Educational Process Model (EPM) plays a special role. It is able to use didactical-oriented knowledge of domain area and knowledge about professions which were put into system for relevant educational process organization. Educational process flows with help of intelligent learning environment based on the hypermedia which being automatically generated during interaction between the user and the system. During educational process the system is adapting to current learner needs with help of all parts of the system (AM).

Website of distance learning is developed now [2]. It is one of the steps to realization of proposed system. Applications of test generation and knowledge assessment subsystem which works on the basis of Concept-Thesis model are created. Semantic content management system named FreshKnowledge which manages information with help of Tree-Net model is developed [3].

Conclusion

This work proposes to solve contemporary educational problems with help of intelligent educational Web-based system which generates learning hypermedia environment. Foundations for such system development were considered. Main issue here is a problem of knowledge representation and knowledge management for education. Formalization has to envelop different knowledge layers connected to learning process. This situation is reflected in corresponded set of models. All these models, combining with each other, make up complex model for knowledge management in the system which generates educational hypermedia environment. Further research focuses on deepening and mathematical formulation of each model. State of the art of our work is demonstrated on the website www.setlab.net [4].

References

Brusilovsky, P., Knapp, J. and Gamper, J. (2006) ‘Supporting teachers as content authors in intelligent educational systems’, Int. J. Knowledge and Learning, Vol. 2, Nos. 3/4, pp.191–215.