Designing distributed learning systems

1997 ◽  
Vol 9 (1) ◽  
pp. 80-88 ◽  
Author(s):  
J. Olin Campbell ◽  
John Bourne
Keyword(s):  
Distributed Learning ◽  
Learning Systems

Privacy and Trust in Agent-Supported Distributed Learning

2008 ◽  
pp. 2012-2043
Author(s):  
Larry Korba ◽  
George Yee ◽  
Yuefei Xu ◽  
Ronggong Song ◽  
Andrew S. Patrick ◽  
...  
Keyword(s):  
User Interfaces ◽  
Distributed Learning ◽  
Learning Systems ◽  
Fourth Section ◽  
The Third ◽  
Background Context

The objective of this chapter is to explore the challenges, issues, and solutions associated with satisfying requirements for privacy and trust in agent-supported distributed learning (ADL). Accordingly, the first section will present the background, context, and challenges. The second section will delve into the requirements for privacy and trust as seen in legislation and standards. The third section will look at available technologies for satisfying these requirements. The fourth section will discuss an often-ignored area—that of building trustworthy user interfaces for distributed-learning systems. Finally, the chapter will end with conclusions and suggestions for further research.

Privacy and Trust in Agent-Supported Distributed Learning

2011 ◽  
pp. 67-114 ◽  
Author(s):  
Larry Korba ◽  
George Yee ◽  
Yuefei Xu ◽  
Song Ronggong ◽  
Andrew S Patrick ◽  
...  
Keyword(s):  
User Interfaces ◽  
Distributed Learning ◽  
Learning Systems ◽  
Fourth Section ◽  
The Third ◽  
Background Context

The objective of this chapter is to explore the challenges, issues, and solutions associated with satisfying requirements for privacy and trust in agent-supported distributed learning (ADL). Accordingly, the first section will present the background, context, and challenges. The second section will delve into the requirements for privacy and trust as seen in legislation and standards. The third section will look at available technologies for satisfying these requirements. The fourth section will discuss an often-ignored area—that of building trustworthy user interfaces for distributed-learning systems. Finally, the chapter will end with conclusions and suggestions for further research.

Intelligence in MAS-Based Distributed Learning Environments

2011 ◽  
pp. 115-145
Author(s):  
Chunsheng Yang
Keyword(s):  
Research And Development ◽  
Learning Environments ◽  
Distributed Learning ◽  
Learning Systems ◽  
Student Modeling ◽  
Future Trends ◽  
Intelligent Decision Making ◽  
Intelligent Decision ◽  
E Learning ◽  
Coordination And Collaboration

This chapter first addresses the issue of the importance of intelligence in MAS-based DLEs. Then, it stresses that there are three main intelligent competencies in MAS-based DLEs: intelligent decision-making support, coordination and collaboration of the agents in MAS, and student modeling for personalization and adaptation in learning systems. It also describes in detail how to apply relevant AI techniques, including the introduction of AI techniques and their state-of-the-art application in the e-learning domain. Finally, future trends in the research and development of intelligence for MAS-based DLEs are discussed.

Iteration acceleration for distributed learning systems

2018 ◽  
Vol 72 ◽  
pp. 29-41
Author(s):  
Junxiong Wang ◽  
Hongzhi Wang ◽  
Chenxu Zhao ◽  
Jianzhong Li ◽  
Hong Gao
Keyword(s):  
Distributed Learning ◽  
Learning Systems

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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