Abstract
In this paper a Personalized Virtual Learning Environment (PVLE) architecture is presented which integrates three components is as follows: (I) the Learning Management System (LMS); (II) the Virtual Learning Environment (VLE); and (III) the Ontological Model (OM). The components were implemented as a solution for Cloud Computing. The fieldwork considered two stages: a proof of concept that is used as a benchmark and test cases where the PVLE were applied. We observed during the performance of stage 1 the average scores for thought styles (logical processes, creative, relational) considerably remain unchanged. While in stage 2, we observed the scores average has increased, with a tendency to improve creative, logical and process styles. Therefore, there is a significant contribution in the development of students’ cognitive profile to personalize its learning activities and the use of PVLE.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
We’re sorry, something doesn't seem to be working properly.
Please try refreshing the page. If that doesn't work, please contact support so we can address the problem.
References
Smyth, K.: The benefits of students learning about critical evaluation rather than being summatively judged. J. Assess. Eval. High. Educ. 29(3), 370–378 (2004). http://www.tandfonline.com/doi/pdf/10.1080/0260293042000197609
Sangster, A.: Objective tests, learning to learn and learning styles. J. Account. Educ. 5(2), 131–146 (1996). https://www.academia.edu/1087355/Objective_tests_learning_to_learn_and_learining_styles
Cassidy, S.: Assessing ‘inexperienced’ students ability to self-assess: exploring links with learning style and academic personal control. J. Assess. Eval. High. Educ. 32(3), 313–330 (2007)
García-Ros, R., Pérez-González, F.: Assessment preferences of pre-service teachers: analysis according to academic level and relationship with learning styles and motivational orientation. Teach. High. Educ. 16(6), 719–731 (2011). doi:10.1080/13562517.2011.570434
Uğur, B., Akkoyunlu, B., Kurbanoğlu, S.: Students’ opinions on blended learning and its implementation in terms of their learning styles. Educ. Inf. Technol. 16(5), 5–23 (2011)
Verhoeven, J.C., Heerwegh, D., De Wit, K.: First year university students’ self-perception of ICT skills: Do learning styles matter? Educ. Inf. Technol. 17(1), 109–133 (2010). doi:10.1007/s10639-010-9149-1. http://download.springer.com/static/pdf/573/art%253A10.1007%252Fs10639-010-9149-1.pdf?auth66=1398547037_849a524bcd42be568e4d014600e5aea3&ext=.pdf
Burnett, C.: Medium for empowerment or a ‘centre for everything’: students’ experience of control in virtual learning environments within a university context. Educ. Inf. Technol. 16(3), 245–258 (2011)
Farrell, G., Leung, Y.: Innovative online assessment using confidence measurement. Educ. Inf. Technol. 9(1), 5–19 (2004). http://link.springer.com/article/10.1023%2FB%3AEAIT.0000024258.29560.3c#page-1
Marshall, G.: A trio of evaluation and assessment models from pre ICT innovations: lessons from the past. Educ. Inf. Technol. 15(1), 37–50 (2010)
Kolb, D.: Experiential Learning. Prentice-Hall, Englewood Cliffs (1984)
Coll, C., Barberà, E., Onrubia, J.: La atención a la diversidad en las prácticas de evaluación. Infancia y Aprendizaje, GRINTIE 90, 111–132 (2000)
Dochy, F., Segers, M.Y., Dierick, S.: Nuevas Vías de Aprendizaje y Enseñanza y sus Consecuencias: una Nueva Era de Evaluación. Revista de Docencia Universitaria, 2(2). Recuperado de http://revistas.um.es/redu/article/view/20051/19411
Guzmán, E., Conejo, R.: Self-assessment in a feasible. Adapt. Web-Based Test. Syst. IEEE Trans. Educ. 48(4), 688–695 (2005)
Mödritscher, F., Andergassen, M., Lai-Chong, E., García-Barrios, V.: Application of learning curves for didactic model evaluation: case studies. Int. J. Emerg. Technol. Learn. 8(4), 62–69 (2013)
Odeh, S., Qaraeen, O.: Evaluation methods and techniques for e-learning software for school students in primary stages. Int. J. Emerg. Technol. Learn. 2(3), 1–8 (2007)
Tedman, R., Loudon, R., Wallace, B., Pountney, H.: Integrating regular, on-line evaluation by students into the curriculum review process in an Australian medical program. Int. J. Emerg. Technol. Learn. 4(3), 59–66 (2009)
Samarakou, M., Papadakis, A., Fylladitakis, E., Hatziapostolou, A., Tsaganou, G., Gerrit, W.: An open learning environment for the diagnosis, assistance and evaluation of students based on artificial intelligence. Inter. J. Emerg. Technol. Learn. 9(3), 36–44 (2014)
Dahmani, B., Mohammed, S., Catherine, C., Pierre, C.: Adaptive exercises generation using an automated evaluation and a domain ontology: the ODALA+ approach. Int. J. Emerg. Technol. Learn. 6(2), 4–10 (2011)
Rezgui, K., Mhiri, H., Ghédira, K.: An ontology-based profile for learner representation in learning networks. Int. J. Emerg. Technol. Learn. 9(3), 16–25 (2014)
Ali, S., Abdel-Rahman, T., Jahankhani, H., Yarandi, M.: Towards an ontological learners? Modelling approach for personalised e-learning. Int. J. Emerg. Technol. Learn. 8(2), 4–10 (2013)
Hackelbusch, R.: Ontological representation of academic programs. Int. J. Emerg. Technol. Learn. 1(3), 1–3 (2006)
Capuano, N., Mangione, G., Pierri, A., Salerno, S.: Personalization and contextualization of learning experiences based on semantics. Int. J. Emerg. Technol. Learn. 9(7), 5–14 (2014)
Mencke, S., Dumke, R.: Didactical ontologies. Int. J. Emerg. Technol. Learn. 3(1), 65–73 (2008)
Hayashi, Y., Bourdeau, J., Mizoguchi, R.: Using ontological engineering to organize learning/instructional theories and build a theory-aware authoring system. Int. J. Artif. Intell. Educ. 19, 211–252 (2009)
Colace, F., De Santo, M., Greco, L.: E-learning and personalized learning path: a proposal based on the adaptive educational hypermedia system. Int. J. Emerg. Technol. Learn. 9(2), 9–16 (2014)
Abik, M., Ajhoun, R.: Normalization and personalization of learning situation: NPLS. Int. J. Emerg. Technol. Learn. 4(2), 4–10 (2009)
Jovanovic, D., Milosevic, D., Zizovic, M.: INDeLER: eLearning personalization by mapping student’s learning style and preference to metadata. Int. J. Emerg. Technol. Learn. 3(4), 41–50 (2008)
Saul, C., Wuttke, H.: An adaptation model for personalized e-assessments. Int. J. Emerg. Technol. Learn. 8, 5–12 (2013)
Swinke, T.: A unique, culture-aware, personalized learning environment. Int. J. Emerg. Technol. Learn. 7, 31–36 (2012)
Herrmann Ned, S.L.M.: The Creative Brain. Brain Books, Búfalo (1989)
Silva-López, R.B., Silva-López, M.I., Méndez-Gurrola, I., Bravo, M., Sánchez, V.: GODeM: a graphical ontology design methodology. Res. Comput. Sci. 84(2014), 17–28 (2014)
Silva-López, R.B., Méndez-Gurrola, I.I., Herrera, O.: Metamodelo de aprendizaje estratégico (MAE): Arquitectura de la capa de infraestructura, solución basada en la cloud computing. Res. Comput. Sci. 93(2015), 175–188 (2015)
Silva-López, R., Méndez-Gurrola, I., Sánchez-Arias, V.: Strategic learning, towards a teaching reengineering. Res. Comp. Sci. 65(2013), 133–145 (2013)
Silva-López, R.B., Silva-López, M., Méndez-Gurrola, I.I., Bravo, M.: Onto design graphics (ODG): a graphical notation to standardize ontology design. In: Gelbukh, A., Espinoza, F.C., Galicia-Haro, S.N. (eds.) MICAI 2014, Part I. LNCS, vol. 8856, pp. 443–452. Springer, Heidelberg (2014)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Silva-López, R.B., Méndez-Gurrola, I.I., Alcántara, O.H., Silva-López, M.I., Fallad-Chávez, J. (2015). Strategic Learning Meta-Model (SLM): Architecture of the Personalized Virtual Learning Environment (PVLE) Based on the Cloud Computing. In: Pichardo Lagunas, O., Herrera Alcántara, O., Arroyo Figueroa, G. (eds) Advances in Artificial Intelligence and Its Applications. MICAI 2015. Lecture Notes in Computer Science(), vol 9414. Springer, Cham. https://doi.org/10.1007/978-3-319-27101-9_13
Download citation
DOI: https://doi.org/10.1007/978-3-319-27101-9_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-27100-2
Online ISBN: 978-3-319-27101-9
eBook Packages: Computer ScienceComputer Science (R0)