Self-configurable framework for enabling context-aware learning design
Patricia Charlton, George D. Magoulas · 2010
There have been attempts to offer “toolkits” or software to enable ease of entry into pedagogic design and support non-specialists in engaging with learning theories. Despite the efforts, existing e-learning systems and authoring tools have several limitations in respect of support provided and cannot accommodate the needs of teachers who increasingly look for more intelligent services and support when designing. Drawing not just upon the semantic web but also knowledge management and autonomic computing we investigate how to design and build next generation learning design environments that support the necessary context-aware features. The design of a self-configurable framework that uses semantic web core ideas and fundamental knowledge-management inferencing is presented. We conclude with some initial findings.