Techniques, Technologies and Patents Related to Intelligent Educational Systems - E-Infrastructures and Technologies for Lifelong Learning - page 11

and refine the knowledge base(s) of the
pedagogical module.
• Choosing intelligent techniques for imple-
menting pedagogical tasks. Such tech-
niques should be able to reach conclusions
based on logical combinations of val-
ues of the user model characteristics. So,
such techniques should represent heuristic
knowledge that is, practical knowledge
about how to solve problems based on
experience (Hatzilygeroudis & Prentzas,
2006). Often such techniques should man-
age vagueness and uncertainty.

IESs may prove to be useful (Devedzic,
2005).
• Support of natural language processing or
dynamic natural language responses . Such
characteristics make learner interaction
with the IES more effective by enhanc-
ing learning activities/processes and moti-
vating learners to focus on learning goals
(Johnson & Holder, 2008).
• Combination of IES and LMS functional-
ities. Web-based Learning Management
Systems (LMSs) have become popular
by supporting conventional classroom in-
struction (Woods, Baker & Hopper, 2004)
and conducting pure distance learning
courses (Antonis, Lampsas & Prentzas,
2008). Combination of LMS and WBIES
technologies may surpass disadvantages
of both LMSs and WBIESs (Kazanidis
& Satratzemi, 2008; Simic, Gasevic &
Devedzic, 2006). LMSs generally do not
incorporate intelligence, whereas IESs do
not provide the whole suite of LMS func-
tionalities. Such functionalities not pro-
vided by IESs usually concern, among oth-
ers, learning content management/sharing,
synchronous/asynchronous collaboration/
communication, convenient and flexible
control/administration to tutors.
• Tutoring with simulations. Tutoring simu-
lations are considered interesting and mo-
tivating lifelong learning methodologies as
they mimic learning in a real-world envi-
ronment providing real-world like experi-
ences. Simulations provide the opportunity
for exploring, practicing and performing
trials effectively and safely (Alessi &
Trollip, 2000).
• Distributed learning content. Web-based
learning content may be distributed to dif-
ferent repositories and not residing in a
central repository. Effectively managing/
exploiting such learning resources be-

General Issues for IESs

Apart from the above component-specific issues,
there are a number issues related to IESs in general:

• Provision of authoring tools/facilities for
IESs. Construction of an IES may be a
time-consuming and expensive process re-
quiring sophisticated personnel. Authoring
tools provide facilities for learning content
creation/management and/or construction/
management of knowledge bases concern-
ing user modeling unit and pedagogical
module. Authoring tools/facilities intend
to decrease the effort for constructing IESs
and enable quick design/evaluation cycles
of prototype IES software (Murray, 1999;
Brusilovsky, 2003).
• The domain type to which the IES can be
applied. It is important to have advances
in IESs that can be applied to different do-
mains and not to specific ones.
• Collaborative learning (CL) support. IESs
focus mainly on personalization to individ-
ual learners. However, CL plays an impor-
tant role in instruction as quite often learn-
ers may learn in groups (Vygotsky, 1978;
Antonis, Lampsas & Prentzas, 2008).
Incorporation of such functionalities in