Intelligent tutoring systems are among the most recent advances in educational technology, being recognized as powerful adaptive educational systems providing services and modules for personalized learning to students with varying backgrounds, abilities, behaviours and knowledge. Proposals are presented for construction of an Autonomous Intelligent and Adaptive E-learning System (AIAES) for education based on assignments, tasks and exercises for the improvement of information literacy.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 23374856Autonomous intelligent and adaptive e-learning systems (AIAES) are a new generation of learning environments that model and implement the individuality and personalization of the student in the learning process in order to support the learning-oriented approach in learning with technology. The main objective of the AIAES is to establish an intelligent e-learning environment providing advanced services for educational process, which is able to adapt based on student’s learning experience, learning styles, cognitive level, and personal preferences. The aim of this article is to present the core modules of the N-tier architecture of the AIAES along with a more detailed analysis of the services that individual modules need to implement.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 20833814According to a study by the World Economic Forum, the top three in-demanded skills in the year 2020 will be Complex Problem Solving, Critical Thinking and Creativity. All three skills can be successfully developed within carefully planned and conducted open-ended and ill-defined project-work. In such projects, the teacher’s role involves coaching and mentorship, allowing students to address a problem, define a project outcome, and in a creative and critically open atmosphere, explore methods leading to an ultimate solution. However, development of these skills is limited or inapplicable when projects are too well defined and the major role of the students is to uncritically follow the teacher's guidance. Inquiry, regarded as a process of seeking answers, should be an integral part of problem-based education. Through scaffolded inquiry, students can develop the information literacy skills to provide them with the ability to address a problem and to identify, select and manage sources. Typically, the information literate student should recognize the signs of flawed sources and biased information. However, even if the best sources are collected, these are worthless if users are unable to understand, manipulate and synthesize data; skill set which can be regarded as indicating data and statistical literacy. All three literacies are interconnected and can be regarded as transferable skills applied not only in forthcoming projects but also as a lifelong strategy.
B.04 Guest lecture
COBISS.SI-ID: 23581192