A pedagogical ontology as a playground in adaptive E-Learning environments.

Autor/inn/en	Swertz, Christian; Schmölz, Alexander; Forstner, Alexandra; Heberle, Florian; Henning, Peter; Streicher, Alexander; Bargel, Bela Andreas; Bock, Jürgen; Zander, Stefan
Titel	A pedagogical ontology as a playground in adaptive E-Learning environments.
Quelle	Aus: Horbach, Matthias (Hrsg.): Informatik angepasst an Mensch, Organisation und Umwelt. Tagung vom 16. - 20. September 2013 in Koblenz. Bonn: Gesellschaft für Informatik e.V. (2013) 6 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Lecture Notes in Informatics (LNI) - Proceedings. P-220
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3885796145
URN	urn:nbn:de:0111-pedocs-159913
Schlagwörter	Mediendidaktik; Medieneinsatz; Medienpädagogik; Lernen; Medienpädagogik; Ontologie; Mediendidaktik; Adaptives System; E-Learning; Lernen; Lernumgebung; Adaptives System; Technologieunterstütztes Lernen; Ontologie; E-Learning; Theorie-Praxis-Beziehung
Abstract	The support for teaching and learning with semantic technologies and intelligent knowledge processing has been approached by four concepts: programmed instruction, adaptive learning environments, intelligent tutoring systems, and educational recommender systems. While the demand for automated support in teaching and learning is estimated as high, the use of developed systems is observably low. With reference to educational theories, this paper argues that one reason for this is an overestimation of the possibilities of such systems. Considering the limitations of automated systems in human communication as a constraint, a pedagogical ontology as a description language is proposed that opens up an educational playground for teachers and learners. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2