This paper aims at addressing the issues of knowledge representation in the area of learning design and adaptive learning. A specification of concrete learning design instances is usually context dependent and does not support reusability very well, thus we need to represent the knowledge that could help us in generating the instances dynamically. As we are dealing with learning design and adaptation, especially the procedural knowledge is highly important. Attempting to examine the degree of reusability and interoperability of procedural knowledge in the current adaptive educational hypermedia systems, we discuss several strategies and techniques, including informal scripts, system encoding, elicited knowledge, standardized specifications, and ontologies.
|Publication status||Published - 20 Sept 2006|
- IMS Learning Design
- Adaptive Learning