Valentina Terzieva

Integration of ontology with development of personalized e-learning facilities for dyslexics

The paper describes a framework of adaptable e-learning environment for development of personalized e-learning facilities for dyslexic pupils. One of its basic components is reuse platform that is necessary for effective production and usage of e-learning resources. An ontology-based approach to design of this platform is represented by an open semantic model.

Implementation of the web-based learning in PhD education

One of the continuing challenges of education is enabling those who attempt to improve teaching and learning to take advantage of the rapidly changing new environment created by information and communication technologies. To do so, educators should engage in re-assessing learning and teaching practices and use new technologies to enhance educational process and support collaboration. This paper has tried to clarify the nature and concept of web-based learning and some of the issues and implications of the learning and teaching within a web-based learning environment.

A Multi-agent Approach to Development of E-Learning Facilities

Individuals with specific learning difficulties such as dyslexia have below-average learning performance. The state regulations require such learners to be integrated in public schools, but they need specific teaching methods, additional lessons with specially trained teachers, etc. We present a conceptual model of environment for facilities development that serves teachers in providing personalized e-teaching (Fig. 1). The model of Subject Domain (SD) defines a framework for educational process in two aspects – psychologists’ and educators’. The teacher’s representation of SD is goal-oriented. It determines basic requirements to e-learning facilities. The model Cognitive Ability shows the specific cognitive abilities necessary for achievement of main educational objectives in a concrete subject. They are fixed through mapping SD description on the basic human cognitive abilities. In that way a learner’s cognitive profile is determined by adequate to this SD learning characteristics. Model Pedagogical Room designs suitable methodology for learning activities in interaction with the models Teaching Methods and Pedagogical Instruments. The model Teaching − Learning Goals, which depends on the corresponding SD educational goals, influences on the aforesaid two models. The models are context-independent (global), so the learning facilities’ production requires contextualization. The model Learner serves for personalization.