ACTIVE LEARNING BY PERSONALIZATION - Lessons Learnt from Research in Conceptual Content Management

Hans-Werner Sehring, Sebastian Bossung, Joachim W. Schmidt

2005

Abstract

In this paper we argue that the potential of e-learning systems for active and autonomous knowledge acquisition and use can be substantially enhanced by exploiting the personalization capabilities of concept-oriented content management. Content and implementation personalization are essential services provided by research-oriented content management systems. Personalized concept understanding as well as concept-oriented content acquisition and use are key to most learning situations. Therefore, learning and research systems should cooperate with the common goal of exchanging and sharing content and enabling processes which transparently span system boundaries. In this paper, we discuss how personalization can be used to enhance both, autonomous learning activities and research-oriented workflows. Personalization and content coupling technologies are at the heart of one of our operational web-based application systems, the Warburg Electronic Library. This system is successfully used in a number of research as well as learning projects, during which advantages of joint research and learning systems have been identified.

References

  1. Alavi, M., Marakas, G. M., and Yoo, Y. (2002). A comparative study of distributed learning environments on learning outcomes. Info. Sys. Research, 13(4):404- 415.
  2. Allert, H., Richter, C., and Nejdl, W. (2004). Lifelong learning and second-order learning objects. British Journal of Educational Technology.
  3. Banerjee, J., Kim, W., Kim, H.-J., and Korth, H. F. (1987). Semantics and implementation of schema evolution in object-oriented databases. In Proc. ACM SIGMOD, pages 311-322. ACM Press.
  4. Buneman, P., Khanna, S., and Tan, W.-C. (2001). Why and Where: A Characterization of Data Provenance. In Proc. of the 8th ICDT 2001, volume 1973 of LNCS, pages 316-330. Springer-Verlag.
  5. Clancy, W. (1995). A Tutorial on situated learning. In Proc. Int. Conf. on Computers and Education.
  6. El Saddik, A., Fischer, S., and Steinmetz, R. (2001). Reusable Multimedia Content in Web-Based Learning Systems. IEEE MultiMedia, 8(3):30-38.
  7. Goldin, D. Q. and Thalheim, S. S. B. (2000). IS = DBS + Interaction: Towards Principles of Information System Design. In Proc. ER 2000, 19th Int. Conf., volume 1920 of LNCS, pages 140-153. Springer-Verlag.
  8. Guttomsen Schär, S. and Krueger, H. (2000). Learning Technologies with Multimedia. IEEE Multimedia, 7(3):40-51.
  9. Koch, N. and Rossi, G. (2002). Patterns for adaptive web applications. In Proc. 7th European Conference on Pattern Languages of Programs.
  10. Maurer, H. and Lennon, J. (1995). Digital Libraries as Learning and Teaching Support. Journal of Universal Computer Science, 1(11):719-727.
  11. Niederée, C. (2002). Personalisierung, Kooperation und Evolution in digitalen Bibliotheken. PhD thesis, Hamburg University of Science and Technology.
  12. Riecken, D. (2000). Introduction: personalized views of personalization. CACM, 43(8):26-28.
  13. Rossi, G., Schwabe, D., and Guimares, R. (2001). Designing Personalized Web Applications. In Proceedings of the tenth international conference on World Wide Web, pages 275-284. ACM Press.
  14. Schmidt, J. W. and Sehring, H.-W. (2003). Conceptual Content Modeling and Management. In Proc. Perspectives of System Informatics.
  15. Schmidt, J. W., Sehring, H.-W., Skusa, M., and Wienberg, A. (2001). Subject-Oriented Work: Lessons Learned from an Interdisciplinary Content Management Project. In et al, A. C., editor, 5th East European Conference, ADBIS 2001, volume 2151 of LNCS, pages 3-26. Springer.
  16. Schroeder, U. (2002). Meta-Learning Functionality in eLearning Systems. In Proc. Int. Conf. on Advances in Infrastructure for Electronic Business, Education, Science, and Medicine on the Internet.
  17. Sehring, H.-W. (2004). Konzeptorientierte Inhaltsverwaltung: Modell, Systemarchitektur und Prototypen. PhD thesis, Hamburg Univ. of Science and Technology.
  18. Sehring, H.-W. and Schmidt, J. W. (2004). Beyond Databases: An Asset Language for Conceptual Content Management. In Proc. 8th East European Conference ADBIS 2004.
  19. Wiederhold, G. (1992). Mediators in the Architecture of Future Information Systems. IEEE Comp., 25:38-49.
  20. Yao, Y. Y. (2003). A Framework for Web-based Research Support Systems. In 27th International Computer Software and Applications Conference.
Download


Paper Citation


in Harvard Style

Sehring H., Bossung S. and W. Schmidt J. (2005). ACTIVE LEARNING BY PERSONALIZATION - Lessons Learnt from Research in Conceptual Content Management . In Proceedings of the First International Conference on Web Information Systems and Technologies - Volume 1: WEBIST, ISBN 972-8865-20-1, pages 496-503. DOI: 10.5220/0001235404960503


in Bibtex Style

@conference{webist05,
author={Hans-Werner Sehring and Sebastian Bossung and Joachim W. Schmidt},
title={ACTIVE LEARNING BY PERSONALIZATION - Lessons Learnt from Research in Conceptual Content Management},
booktitle={Proceedings of the First International Conference on Web Information Systems and Technologies - Volume 1: WEBIST,},
year={2005},
pages={496-503},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0001235404960503},
isbn={972-8865-20-1},
}


in EndNote Style

TY - CONF
JO - Proceedings of the First International Conference on Web Information Systems and Technologies - Volume 1: WEBIST,
TI - ACTIVE LEARNING BY PERSONALIZATION - Lessons Learnt from Research in Conceptual Content Management
SN - 972-8865-20-1
AU - Sehring H.
AU - Bossung S.
AU - W. Schmidt J.
PY - 2005
SP - 496
EP - 503
DO - 10.5220/0001235404960503