scholarly journals Learning Objects: Adaptive Retrieval through Learning Styles

10.28945/3009 ◽  
2006 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Context ◽  
Learning Abilities ◽  
Technological Advances ◽  
Metadata Annotation ◽  
Starting Point ◽  
Specific Learning

Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.

Learning Object Retrieval and Aggregation Based on Learning Styles

2016 ◽  
Vol 55 (6) ◽  
pp. 757-788
Author(s):  
Aldo Ramirez-Arellano ◽  
Juan Bory-Reyes ◽  
Luis Manuel Hernández-Simón
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Objects ◽  
Experimental Results ◽  
Learning Object ◽  
Learning Performance ◽  
Second Step ◽  
Object Retrieval ◽  
Merging Process

The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students’ learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step ranks LOs using a unified learning style model and creates better LOs by merging the top-ranked LOs. The second step maps LOs onto a hierarchy of concepts to avoid duplicated topics. An experiment was conducted to evaluate this approach in an applied computing course. A total of 84 students were randomly split into four groups. The experimental results demonstrated that the msMLO is a promising approach that provides useful LOs based on students’ learning styles and the merging process for reusing stored LOs. Furthermore, this approach improves overall student learning performance and reduces the number of LOs reviewed.

scholarly journals Analisis Analisis Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Pecahan ditinjau dari Gaya Belajar

KadikmA ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 50
Author(s):  
Ayu Imamatul Muslimah
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Basic Skills ◽  
Learning Abilities ◽  
Auditory Learning ◽  
Interview Method ◽  
Kinesthetic Learning ◽  
Thinking Processes

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics. Keywords: Critical Thinking, Learning Styles, Fraction Problems

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository

2018 ◽  
pp. 2063-2085
Author(s):  
Erla M. Morales Morgado ◽  
Rosalynn A. Campos Ortuño ◽  
Ling Ling Yang ◽  
Tránsito Ferreras-Fernández
Keyword(s):  
Learning Styles ◽  
Mobile Apps ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Institutional Repository ◽  
Dublin Core ◽  
Digital Repositories ◽  
Learning Object Metadata ◽  
Metadata Mapping

In this chapter the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.

A Model for an Adaptive Hypermedia Learning System Based on Data Mining Technique

2017 ◽  
pp. 65-85
Author(s):  
Mahnane Lamia ◽  
Mohamed Hafidi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Learning System ◽  
Learning Performance ◽  
Adaptive Hypermedia ◽  
Data Mining Technique ◽  
Pedagogical Strategies ◽  
Hypermedia Learning

Since the learning style of each learner is different. Adaptive hypermedia learning system (AHLS) must fit different learner's needs. A number of AHLS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: less attention was paid to the relationship between learning styles and learning performance. This paper proposes an AHLS model based on learning styles and learning performance. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.

scholarly journals Analysis of Learning Styles (Kolb) in Students of the Degrees in Early Childhood Education and Primary Education within the Faculty of Education

TEM Journal ◽  
2021 ◽  
pp. 724-731
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Styles ◽  
Learning Style ◽  
Basque Country ◽  
Childhood Education ◽  
Faculty Of Education ◽  
The University ◽  
Specific Degree ◽  
Specific Learning

This research aimed to present the learning styles according to the model of Alonso, Gallego and Honey in university students of the Faculty of Education within the University of the Basque Country (Spain). With that objective, a sample of 434 students was chosen. The Honey-Alonso Learning Styles (CHAEA) questionnaire was used. The data obtained reflect that the four learning styles proposed by Kolb are distributed in a balanced way among the participating sample; they also reflect that it is not possible to attribute a specific learning style to a specific Degree, except with active learning and Early Childhood Education.

scholarly journals A Study on improving the quality of student's learning style by using vark instruments - special referene to Hotel Managment curriculum

2009 ◽  
Vol 4 (1) ◽  
pp. 99-108
Author(s):  
Souji Gopalakrishna Pillai
Keyword(s):  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning Activity ◽  
Hotel Management ◽  
Learning Context ◽  
Input Stimulus ◽  
Management Curriculum

One of the most serious challenges that educators face is improving the level of student satisfaction with the curriculum and learning environment.  A big question arises in the hotel management curriculum all the time is whether a particular teaching method would enhance student satisfaction. Learning outcomes are statements that specify what learners will know or be able to do as a result of learning activity or learning experience are usually expressed as knowledge, skills or attitudes.  According to Swanson(1995), learning styles are a particular set of behaviours and attitudes related to the learning context.  The VARK mode (visual, Aural, Red/Write and Kinaesthetic) was developed by Fleming(1987).  This model and complimentary identification  instruments classifies trainers by their preferred mode of interaction with students basd on input stimulus and output performances.

scholarly journals Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach

2021 ◽  
Vol 16 (15) ◽  
pp. 139
Author(s):  
Harry Budi Santoso ◽  
Panca O. Hadi Putra ◽  
Febrian Fikar Farras Hendra S
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Interaction Design ◽  
Interface Design ◽  
Learning Objects ◽  
User Centered Design ◽  
Alternative Design ◽  
Learning Module ◽  
E Learning ◽  
User Centered

Students develop various learning styles based on their preferences and learning habits. To serve different learning styles in a class with a number of students using the conventional face-to-face teaching method is not practical; therefore, the idea of personalized e-Learning to accommodate differences in learning style has arisen. Building on this idea, this research intends to provide an alternative interaction design for e-Learning modules by developing content based on user needs using the User-Centered Design methodology. Due to a lack of e-Learning content for visual and global preferences in the Felder-Silverman learning styles, User-Centered Design is chosen as the basis to design the e-Learning module. The result consists of an alternative design and a proposed interface design. The alternative design describes learning objects and navigation of the e-Learning module. The proposed interface design is a prototype of an interactive e-Learning module. After being evaluated, the prototype satisfies the user's expectations in terms of content translation, content navigation, and interactivity throughout the module.

scholarly journals Learning Object Educational Narrative Approach (LOENA): Using Narratives for Dynamic Sequencing of Learning Objects

10.28945/3139 ◽  
2007 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Theoretical Basis ◽  
Learning Objects ◽  
Learning Object ◽  
Narrative Approach ◽  
Learning Context ◽  
Building Process ◽  
Public Repositories ◽  
Teaching Learning ◽  
Pedagogical Goals ◽  
Dynamic Sequencing

Learning objects-based architectures often allows the creation of coarse-granular learning resources by aggregating learning objects retrieved mainly from well-structured public repositories. Nonetheless, the learning resource building process is not exactly trivial, since proper selecting and sequencing strategies must be applied in order to make it useful for learning purposes, as well as to make it fit in pedagogical goals previously established. This paper shows LOENA (Learning Object Educational Narrative Approach), an architecture built over a theoretical basis that uses narrative-driven hypertext patterns to properly structure the sequencing of learning objects, providing a ready-to-use, pluggable way to implement learning paths in some teaching-learning context.

Experiential Learning and Learning Styles

2010 ◽  
Author(s):  
Eric Cox
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Experience ◽  
Internal Validity ◽  
Validity And Reliability ◽  
Starting Point ◽  
Democracy And Education

The intellectual foundation of modern experiential learning theory owes much of its roots to John Dewey’s educational philosophy. In his seminal 1916 work, Democracy and Education: An Introduction to the Philosophy of Education, Dewey argued that human knowledge and education are rooted in inquiry, which in turn is rooted in human experience. His ideas, along with those of Jean Piaget, formed the basis of D. A. Kolb’s 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb’s theory of learning, which he formulated to better understand student learning styles, became the starting point for the debate on the use of experiential learning. Kolb introduced a four-stage cycle to explain learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. His framework has been adopted to investigate how learning occurs inside the classroom. However, numerous criticisms have been leveled against Kolb’s learning styles approach. One type of criticism focuses on the importance of learning style on student learning, and another focuses on the construct validity, internal validity, and reliability of Kolb’s Learning Style Inventory (LSI). There are several avenues for improving the use of experiential learning techniques, such as the integration of service-learning into the classroom and an institutional commitment to designing a complete curriculum.

scholarly journals Toward an Adaptive Educational Hypermedia System (AEHS-JS) based on the Overlay Modeling and Felder and Silverman’s Learning Styles Model for Job Seekers

2020 ◽  
Vol 15 (08) ◽  
pp. 235
Author(s):  
Aymane Qodad ◽  
Abdelilah Benyoussef ◽  
Abdallah El Kenz ◽  
Mourad Elyadari
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Job Search ◽  
Social Impact ◽  
Learning Objects ◽  
Educational Systems ◽  
Job Seekers ◽  
Learner Model ◽  
Hypermedia System ◽  
Educational Hypermedia

In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman. First, we present existing literature to give a general review on adaptive edu-cational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones. As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required com-petencies to the education skills, we aim to map business tasks to learning activi-ties. Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities. In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought.

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