Cord Hockemeyer

Extending eductional metadata schemas to describe adaptive learning resources

This paper describes a generic technique for representing Adaptive Learning Resources by extending current metadata schemas. The requirement for the work described here has grown out of the necessity to facilitate accurate discovery and integration of Adaptive Learning Resources, namely Adaptive Hypermedia Services.

Individualized Skill Assessment in Digital Learning Games: Basic Definitions and Mathematical Formalism

The assessment of knowledge and learning progress in the context of game-based learning requires novel, noninvasive, and embedded approaches. In the present paper, we introduce a mathematical framework which relates the (problem solution) behavior of a learner in the game context to the learners available and lacking competencies. We argue that a problem situation and its status at a certain point in time can be described by a set of game props and their current properties or states. In the course of the game, the learner can perform different actions to modify the props and, consequently, change the problem situation. Each action is evaluated with respect to its correctness or appropriateness for accomplishing a given task which, in turn, enables conclusions about the competence state of the learner. This assessment procedure serves as the basis for adaptive interventions, for instance, by providing the learner with guidance or feedback.

Micro Adaptive, Non-invasive Knowledge Assessment in Educational Games

Most existing educational games cannot compete with their non-educational counterparts in terms of visual and narrative quality, gameplay, or adaptability. Amongst the most advanced approaches is ELEKTRA, a European project that developed a framework for intelligent educational personalization, enabling games to adapt learning and gaming activities to individual learning progress and pedagogical strategies. In this context, a crucial aspect is an individualized assessment of knowledge and learning progress. The ELEKTRA methodology enables an integrated and individualized assessment by monitoring and interpreting the learnerpsilas behavior within the game in a non-invasive way. The present paper summarizes the theoretical background from the perspective of cognitive science.

The simplified updating rule in the formalization of digital educational games

Abstract Competence-based Knowledge Space Theory (CbKST) has been proven to be a very well-fitting basis for realizing personalization in technology-enhanced learning. Especially in the area of game-based learning, however, some extensions and improvements are needed. Personalization in a serious game cannot be regarded simply as the selection of game assets according to the individual learners current competences but it must also pay heed to the up-keeping of a storyline, it must be ensured that no part of the story is omitted that may be necessary to understand a later part. Therefore, a CbKST-compatible Markovian model for storytelling is proposed. A second issue is the ongoing, non-invasive assessment of the learners current competences during the game. Every action of the learner within the game should be taken into account for the competence assessment, and the assessment must be done in real-time, i.e. there must not be any delay caused by the assessment which would interrupt the flow of the game. A simplified update procedure for competence assessment within CbKST is suggested which can solve this issue, and simulation results are presented comparing the new procedure with the classical one.

Competence assessment for spinal anaesthesia

The authors describe a new approach towards assessing skills of medical trainees. Based on experiences from previous projects with (i) applying virtual environments for medical training and (ii) competence assessment and personalisation in technology enhanced learning environments, a system for personalised medical training with virtual environments is built. Thus, the practical training of motor skills is connected with the user-oriented view of personalised computer-based testing and training. The results of this integration will be tested using a haptic device for training spinal anaesthesia.

Surmise relations between tests: mathematical considerations

In 1985, Doignon and Falmagne introduced surmise relations for representing prerequisite relationships between items within a body of information for the assessment of knowledge. Often it is useful to partition such a body of information into sub-collections. As we are primarily interested in psychological applications, we refer to these sub-collections as tests.We extend the concept of surmise relations between items within tests to surmise relations between tests. Three different kinds of surmise relations between tests are investigated with respect to their properties. Furthermore, the corresponding knowledge spaces for tests and their bases are introduced. The relationship of this set theoretical approach to a Boolean matrix representation is discussed.Finally, we give a short overview about the further research regarding this mathematical model. It will be the foundation for a software system that will be used for analyzing test data. Other applications in fields like curriculum development and structuring hyper-texts can easily be imagined.

Applying demand analysis of a set of test problems for developing adaptive courses

Knowledge space theory was already applied for building adaptive testing and training systems which contain test and training problems including their prerequisite structure, and which offer explanations and help for solving these problems. Normally, however, lessons prepare students for solving problems. In this paper, the authors present a method for systematically structuring an adaptive eLearning course containing test problems as well as lessons. This method is based on knowledge space theory extended by component-wise representation of problems and on applying demand analysis. A course developed with such a method can be fed into an adaptive tutoring system, realized, e.g., within the adaptive tutoring system RATH.

Cognitive Structural Modelling of Skills for Technology-Enhanced Learning

This paper suggests the combination of cognitive and structural modelling as a formal framework for intelligent learning systems. It takes up the distinction between declarative (conceptual) and procedural (action) knowledge in the sense of ACT-R. Additionally, prerequisite relations between skills of a domain are captured according to Competence-based Knowledge Space Theory. Benefits, drawbacks, and TEL applications of the outlined modelling approaches are discussed.

Defining a competency map for a practical skill.

In recent years there has been a move towards a competency‐based model for assessing the performance of practical procedures in clinical medicine rather than the traditional assumption that competency is achieved with increasing experience. For such an assessment to be valid, the necessary competencies comprising that skill must be identified. Our aim was to map the individual competencies necessary to perform a given procedural skill using spinal anaesthesia as the example, and to explore the relationship of individual competencies with each other.

E-Learning Based on Metadata, Ontologies and Competence-Based Knowledge Space Theory

The 21st century is challenging the future educational systems with ‘twitch-speed’ societal and technological changes. The pace of (technological) innovations forces future education to fulfill the need of empowering people of all societal, cultural, and age groups the acquire competences and skills in real-time for demands and tasks we cannot even imagine at the moment. To realize that, we do need smart novel educational technologies that can support the learners on an individual basis and accompany them during a lifelong personal learning and development history. This paper gives some brief insights in approaches to adaptive education based on sound psycho-pedagogical foundations and current technologies.