From Learner Information Packages to Student Models: Which Continuum? (original) (raw)

Abstract

User adaptation has been a major issue of ITS research since the beginning. At first knowledge about individual learners was used to produce adaptive educational hypermedia. Then, the deployment of web based learning management systems put the need to exchange learner data between systems in the forefront. Nowadays, specifications for describing learner information in a standardized way are being developed. So far most existing systems have processed learner data. Yet the processed data are neither the same nor are they used for the same purposes, even if they are data about the learners. We argue that it is time to bridge the gap between the many sets of data about a learner processed within different learning environments. We propose a set of categories for describing learner information that goes beyond IMS LIP and could bring a link with ITS learner models.

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Authors and Affiliations

  1. Université René Descartes Laboratoire CRIP5 /AIDA, 45 Rue Saints Pères, 75270 Cedex 06, PARIS
    Lahcen Oubahssi
  2. Université Henri Poincaré Nancy1 Lab. LORIA/AIDA, Bât. LORIA Campus scientifique, BP 239, 54506 Cedex, VANDOEUVRE, France
    Monique Grandbastien

Authors

  1. Lahcen Oubahssi
  2. Monique Grandbastien

Editor information

Editors and Affiliations

  1. JAIST, 1-1, Asahi-dai, Nomi, 923-1292, Ishikawa, Japan
    Mitsuru Ikeda
  2. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
    Kevin D. Ashley
  3. Graduate Institute of Network Learning Technology, National Central University, 300, Jhongda Rd., 32001, Jhongli City,Taoyuan County, Taiwan
    Tak-Wai Chan

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© 2006 Springer-Verlag Berlin Heidelberg

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Oubahssi, L., Grandbastien, M. (2006). From Learner Information Packages to Student Models: Which Continuum?. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303\_29

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