By Won Kim (auth.), Wenyin Liu, Qing Li, Rynson W.H. Lau (eds.)
Web-based studying has attracted ongoing consciousness for its speedy improvement in recent times. It introduces not only worldwide and disbursed, yet digital studying environments to the scholars. To the educators, it creates loads of possibilities, and while demanding situations. distinctive studying tools/systems, studying source administration, and customized studying fabrics, and so on. , are the recent examine issues at the moment. After 4 winning earlier annual meetings, ICWL 2002 in Hong Kong, ICWL 2003 in Australia, ICWL 2004 in China, and ICWL 2005 in Hong Kong, the 5th foreign convention on Web-Based studying (ICWL 2006) was once held in Penang, Malaysia in the course of July 19-21, 2006. ICWL 2006 was once a persisted try and deal with a few of the above-mentioned concerns. The convention software used to be geared up in a single-track 3-day workshop. It integrated an instructional, a keynote speak, and oral/poster paper displays in numerous classes devoted to particular subject matters. consultation issues incorporated “Personalization in E-Learning,” “Designs, version and Framework of E-Learning Systems,” “Implementations and reviews of E-Learning Systems,” “Tools in E-Learning,” and “Learning source Deployment, association and administration. ” We acquired a complete of ninety nine submissions from worldwide. this system Committee chosen 34 papers as common papers for presentation, an popularity cost of approximately 34. 3%. a result of high quality submissions, the committee made up our minds to additional invite 9 papers for poster shows. ultimately, 32 papers (including the keynote speech) have been chosen for this post-conference proceedings.
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Extra resources for Advances in Web Based Learning – ICWL 2006: 5th International Conference, Penang, Malaysia, July 19-21, 2006. Revised Papers
When one individual user enters the portal of courseware management system, he will see two kinds of recommended courseware: the top 5 courseware in the user major and top 5 courseware other users recommend in the same interests group. The individual user will mark these 10 courseware. And the marks are collected. 4 Experiment Result and Analysis The results of four interest groups are shown in Figure 6 to Figure 9. 1 0 1 2 3 4 5 6 7 Courseware number 8 9 10 Fig. 6. 1 0 1 2 3 4 5 6 7 Courseware number 8 Fig.
1 Experiment Data Source • User Data: From our e-learning system, we random pick up three classes from two distinct stations (station is the place where users are registered to have their distant learning using our system). We name them class A, class B, class C. The total user number is 100, class A has 20 users, class B has 30 users and class C has 50 users. Their user profile information is clearly and 20 G. Liang, K. Weining, and L. Junzhou • fully filled. And users are required to mark the courseware they choose to show whether the courseware reflect their real interests.
C. Leung and Q. Li To facilitate the individual students learning on the Internet, we introduce in this paper an innovative mechanism that utilizes Item Response Theory , user profile, and dynamic conceptual network to provide the personalized course materials. Through designing the model for personalized course materials generation, we aim to address the following main topic in this paper: How to effectively provide personalized course materials to meet individual student needs based on student learning abilities and interests?