Articles - Special Issue

Learning objects and personalized learning path in e-learning platforms


Abstract


This paper focuses on the creation of personalized learning paths. The Intelligent Web Teacher (IWT) platform implements suitable algorithms for engineering education, allowing the creation of such paths. Generation of personalised learning paths requires the availability of a wide range of different learning objects explaining a given concept of the knowledge domain.

Keywords

Engineering education; transposition; Learning object; Educational Technology; Technology Enhanced Learning (TEL); E-learning & Mathematics

Full Text:

PDF (Italiano)


DOI: http://dx.doi.org/10.17471/2499-4324/206

References


Albano G., D’Auria B., Salerno S. (2003). A WebMathematica application for Mathematics learning. In Sloot et al. (eds.). Proceedings of the Third International Conference on Computational Science, ICCS 2003 (Melbourne, Australia e St. Petersburg, Russia, 2-4 giugno 2003), 2657 (1). Berlin, Heidelberg: Springer-Verlag, pp. 754-763.

Artigue M. (1992). Didactic engineering. In R. Douady, A. Mercier (eds.). Research in didactique of mathematics: selected papers (special issue). Recherches en Didactique des Mathématiques, 12, pp. 41-65.

Balacheff N., Sutherland R. (1999). Didactical complexity of computational environments for the learning of mathematics. International Journal of Computers for Mathematical Learning, 4 (1), pp. 1-26.

Chevallard Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.

Duval R. (2006). The cognitive analysis of problems of comprehension in the learning of Mathematics. Educational Studies in Mathematics, 61 (1), pp. 103-131.

Ferrari P.L. (2004). Mathematical language and advanced mathematics learning. In M. Johnsen Høines, A. Berit Fuglestad (eds.). Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Bergen, Norvegia, 14-18 luglio 2004) 2, pp. 383-390. Cape Town, South Africa: International Group for the PME, URL: http://www.emis.de/proceedings/PME28/RR/RR177_Ferrari.pdf (ultima consultazione settembre 2011).

Gaeta M., Orciuoli F., Ritrovato P. (2009). Advanced ontology management system for personalised e-learning. Knowledge-Based Systems– Special Issue on AI and Blended Learning, 22, pp. 292–301.

NCTM (2000). Principles and standards of school mathematics. URL: www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf (ultima consultazione settembre 2011).

Rav Y. (1999). Why do we prove theorems?. Philosophia Mathematica, 7 (3), pp. 5-41.

Skemp R.(1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, pp. 20-26.

Way J. (2004). Multimedia learning objects in mathematics education. Proceedings of ICME 10, URL: http://www.icme-organisers.dk/tsg1 /Way.pdf (ultima consultazione settembre 2011).

Wiley D. A. (2000). Connecting learning objects to instructional design theory: a definition, a metaphor, and a taxonomy. In D. A. Wiley (ed.). The instructional use of learning objects. Bloomington, In, USA: Association for Educational Communications and Technology. URL: http://reusability.org/read/chapters/wiley.doc (ultima consultazione settembre 2011).


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.




Copyright (c) 2015 TD Tecnologie Didattiche

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720