| dc.description.abstract | With the advent of the web, the Internet has evolved into a user-friendly medium, capable of high-speed on-demand information delivery. Web-based distance learning systems support distributed and asynchronous learning. Thousands of web-based courses and other educational applications have been made available on the web. These are expected to be used by different groups of learners without the assistance of a human teacher. Accordingly, there is a need for the system, which can adapt to learners with different backgrounds, prior knowledge of the subject, and learning goals. For this purpose, Protocol Engineering and Technology Unit (PET Unit), ECE Department, IISc, Bangalore, has developed a Web-based Education System for Learning and other Academic activities (WESLA).
During this study, we have designed and developed the following segments of WESLA:
A subject storage model based on conceptual graphs has been developed by designing the optimal storage data structure for WESLA.
Learner Model has been designed and developed with three types of learners.
This thesis first introduces the subject storage model based on conceptual graphs designed for WESLA and later discusses the design of the Learner Model for three types of learners and explains how these models are useful to them. Subject storage model based on conceptual graphs for WESLA
The tree structure represents a known form of structured representation of learning resources. In addition, the tree structuring of the modularized learning resources offers a possibility of the hierarchical structuring of learning resources. Conceptual mapping is a strategy that graphically represents relationships between concepts in a specific domain of knowledge. Designing a web-based course map can be an arduous task. Therefore, a systematic approach of web-based course map will ensure that the map developed is organised and relevant for the intended target. In our work, we have proposed a modular tree storage structure for subject material of courses planned to teach through web-based education system. Designed modular tree with multiple conceptual links are very useful in guiding web-based learners through the courseware. We describe a procedure to create module links, an offset index table and a table of concept-to-concept links and also discuss how learners reap benefits from designed subject domain with help of these tables in getting surface and deep-level knowledge of a course subject. The designed method has been illustrated by considering complete course material of two subjects: Communication Protocol and Physics, at graduate level.
WESLA’s Learner Model In a web-based education system, the presence of teacher is not required, who can help during learning and can adapt the number and nature of new concepts presented to the learner’s current knowledge state. Therefore, a learning system has to play the role of a teacher as far as possible. The system has to build up an individual Learner Model for every learner in order to help him/her in navigating the course successfully. Learners are highly diverse in respect to their pedagogical requirements. We should provide a learning environment that is designed to adapt to individual learner profiles. In our proposed model, we have classified the types of web-based learners as student, faculty and expert. The models are built for these learners. The Learner Model consists of different components like learner categories, learner objectives/goals and learner database that represents the properties of that learner. Objectives of a student accessing the web-based course are towards a broader understanding of the concepts of a course and to improve students’ acquisition of important knowledge, skills and competencies. Faculty usually access the web-based course for academic activity execution like paper setting, framing assignments, content-based subject gathering for framing exercises. In case of expert, they access the course to abreast his knowledge by going through required concepts as a practitioner and to conduct intensive courses for the technical staff to carry out work like installation of instruments, maintenance of electronic devices, etc.
Experiment The designed subject storage and Learner Models have been tested by incorporating in WESLA. The performance of the learner was evaluated by giving them post-test after each module. We have also conducted experiment for classifying students into different categories like excellent, good, average and poor by analysing their performance factor through online examination. The performance of a student was evaluated by giving them post-test after each module. Based on their test performance the system switches over to next module or redisplay of the same module till he/she passes the examination. We have even tested the faculty and expert access of the subject domain. The experimental results of the scheme demonstrate that the proposed storage structure for subject material in WESLA and the Learner Model of WESLA offers following advantages:
Designed storage structure of the subject material as conceptual map was very useful that guided the learners through the course systematically.
If post-test performance of the student in a concept was below average, that concept was redisplayed so that student understands well before going through next concept.
Subject storage model supported by the offset index file and table of concept-to-concept offers quick and accurate access of module/concept of web-based education system.
Learner Model tracks the goals/objectives of learners and also background of the learners from Personal Information Database (PID) and Performance History Database (PHD). Faculty and expert get the surface and deep level of knowledge without any difficulty in accessing the storage structure.
Course organizer can check the complexity of the modules and restructure the course if required. | |
