Emilia Pecheanu

Methods to evaluate open source learning platforms

Open-source e-learning platforms have lately become an obvious choice whenever an e-learning infrastructure is being designed. Depending on the constraints of the e-learning organization, the best suited one should be selected. This decision is a difficult one, due to the diversity of available platforms. The main goal of this paper is to propose a new method for multiple criteria classification of these software systems, based upon Formal Concept Analysis, namely using conceptual lattices. By means of classification, the paper offers a comprehensive analysis of the features provided by several widely used open-source e-learning platforms. This analysis could support educators in choosing the most suitable platform for particular requirements.

A framework for conceptually modelling the domain knowledge of an instructional system

This paper presents a solution for conceptually modelling the teaching domain knowledge for computer-assisted instructional systems. The model consists of a theoretical framework and a knowledge representation approach. This model might be adopted in order to build a well-defined conceptual structure for the domain knowledge of a CAI system. The paper also presents an authoring system which implements the features of the modelling methods. This approach can offer a better solution to the problem of knowledge structuring and organising for computer-assisted instructional systems.

Domain Knowledge Modelling for Intelligent Instructional Systems

This paper presents a solution for conceptually modeling the training domain knowledge of computer-assisted instructional environments. A stringent requirement for an effective computer-assisted instructional environment is to elaborate a proper answer for the differentiated cognitive demands of users. The different cognitive style of learners imposes different modalities of presenting and structuring the information (the knowledge) to be taught. Conceptual organization of the training domain knowledge, with learning stages phasing, can constitute a better solution to the problem of adapting the instructional system interaction to users with different cognitive style and needs.

On modeling adaptive web-based instructional systems

Web-based instructional systems implement constructive learning models, in which the user has control over the learning stages, as well as over the building stages of its own cognitive structures. This model has obvious advantages, but it may fail for closed cognitive style users. To solve this problem many solutions have been attempted: extension of surfing functions offered by the instructional system, upgrading systems adaptive capabilities or conceptual organization of the teaching knowledge, with learning stages phasing. This paper presents and evaluates several solutions adopted in designing adaptive Web-based instructional environments.

Improved occupancy-based solutions for energy saving in buildings

In the past decades, despite the huge interest for the topics related to energy conservation and reducing the CO2 emissions, it became obvious that there is an economic reason for the weak progress in these fields: the visible correlation between the economic growth and the energy consumption. As a result, it is very likely that the demand for energy will continue to grow. Since buildings are responsible for 40% of the total energy demand, in this paper we review the vast literature dedicated to energy saving in buildings from the perspective of the feasibility on a large scale. We emphasize the solutions based on detecting and forecasting the building occupancy in order to control the HVAC and lighting systems for energy saving without affecting the comfort of the users. Several improvements of these solutions are proposed.

Adaptive Learning Scenarios in Intelligent Instructional Environment

The possibility of personalising the educational process is the main demand in building computer-assisted learning systems for any form of education, continuous education and professional re - con- version included. In the case of these education forms, the subject of study frequently consists of groups of users; between these users there can be significant differences concerning the learning level, the age or the internal motives (objective, purpose) pursued through study. Con- sequently, the way the educational process is approached - cognitive style - can be extremely different among the users who form the study groups. When computer-assisted learning systems are used for any of these forms of education, they have to be able to dynamically adapt to the various cognitive necessities and demands of the users, in order to ensure the efficiency of the educational act.