I am interested in algebraic and probabilistic models describing knowledge and competence structures, and especially in the application of such structures for technology enhanced learning. A special focus is on efficient procedures for the personalised assessment of knowledge where efficiency includes the computational side as well as the psychological/pedagogical side.
This paper describes a generic technique for representing Adaptive Learning Resources by extendin... more 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.
This paper suggests the combination of cognitive and structural modelling as a formal framework f... more 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
The assessment of knowledge and learning progress in the context of game-based learning requires ... more 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 learner's available and lacking competencies. We argue that a problem situation and its status at a certain
… Media-Communication for Advanced E-Learning ( …, 2003
Abstract: This paper describes a competencebased approach to adaptive elearning based on knowle... more Abstract: This paper describes a competencebased approach to adaptive elearning based on knowledge space theory and its competenceperformance extension. Assigning to each learning object sets of required and taught competencies, one can easily build a course adapting ...
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedago... more The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning. This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid... more One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems. The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-
this paper was supported by the European Commission through the HCM grant ERBCHBICT941599 to Theo... more this paper was supported by the European Commission through the HCM grant ERBCHBICT941599 to Theo Held and Cord Hockemeyer.
RATH is an adaptive tutoring WWW software prototype combining a mathematical model for the struct... more RATH is an adaptive tutoring WWW software prototype combining a mathematical model for the structure of hypertext with the theory of knowledge spaces from mathematical psychology. Using prerequisite relationships between different items in a domain of knowledge and using the knowledge about the pupil's current knowledge state RATH presents only those links in a hypertext document to the pupil which
ABSTRACT In computerized assessment of knowledge it is important to quickly estimate the competen... more ABSTRACT In computerized assessment of knowledge it is important to quickly estimate the competence state of a testee. This is particularly true for digital educational games where this kind of assessment has to be done in a non-invasive way, i.e., by avoiding any queries or interruptions. This paper presents the mathematical foundation of a model by which a large set of competence states is partitioned in disjoint subsets and the probability of a subject being in a particular state is calculated for the subsets of states and updated according to the monitored performance. Based on this calculation adaptive interventions can be automatically chosen by tailoring the upcoming problem to the competence state of the user.
International Conference on Computers in Education, 2002. Proceedings., 2002
Knowledge space theory was already applied for build- ing adaptive testing and training systems w... more Knowledge space theory was already applied for build- ing 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, we present a method for systematically structuring an adaptive eLearning course containing test problems as
This paper describes a generic technique for representing Adaptive Learning Resources by extendin... more 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.
This paper suggests the combination of cognitive and structural modelling as a formal framework f... more 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
The assessment of knowledge and learning progress in the context of game-based learning requires ... more 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 learner's available and lacking competencies. We argue that a problem situation and its status at a certain
… Media-Communication for Advanced E-Learning ( …, 2003
Abstract: This paper describes a competencebased approach to adaptive elearning based on knowle... more Abstract: This paper describes a competencebased approach to adaptive elearning based on knowledge space theory and its competenceperformance extension. Assigning to each learning object sets of required and taught competencies, one can easily build a course adapting ...
The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedago... more The ELeGI project focuses on integrating technology-enhanced learning methodologies into a pedagogy-driven and service-oriented architecture based on Grid technology. It aims at a system that is capable of realising personalised, adaptive, and experiential learning. This requires to have available a framework that, on the one hand, allows for representing existing domain knowledge, and, on the other hand, provides a representation
One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid... more One important aim of LeGE-WG is the integration of new eLearning methodologies into Learning Grid technology. A central issue in these new eLearning methodologies is the concept of individualised and personalised learning to be realised by adaptive tutoring systems. The adaptivity of such systems goes far beyond adapting to the users' preferences with respect to the user interface; in co-
this paper was supported by the European Commission through the HCM grant ERBCHBICT941599 to Theo... more this paper was supported by the European Commission through the HCM grant ERBCHBICT941599 to Theo Held and Cord Hockemeyer.
RATH is an adaptive tutoring WWW software prototype combining a mathematical model for the struct... more RATH is an adaptive tutoring WWW software prototype combining a mathematical model for the structure of hypertext with the theory of knowledge spaces from mathematical psychology. Using prerequisite relationships between different items in a domain of knowledge and using the knowledge about the pupil's current knowledge state RATH presents only those links in a hypertext document to the pupil which
ABSTRACT In computerized assessment of knowledge it is important to quickly estimate the competen... more ABSTRACT In computerized assessment of knowledge it is important to quickly estimate the competence state of a testee. This is particularly true for digital educational games where this kind of assessment has to be done in a non-invasive way, i.e., by avoiding any queries or interruptions. This paper presents the mathematical foundation of a model by which a large set of competence states is partitioned in disjoint subsets and the probability of a subject being in a particular state is calculated for the subsets of states and updated according to the monitored performance. Based on this calculation adaptive interventions can be automatically chosen by tailoring the upcoming problem to the competence state of the user.
International Conference on Computers in Education, 2002. Proceedings., 2002
Knowledge space theory was already applied for build- ing adaptive testing and training systems w... more Knowledge space theory was already applied for build- ing 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, we present a method for systematically structuring an adaptive eLearning course containing test problems as
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