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and improving the e-portfolio components. The information system provides appro-
priate information tools, knowledge-portioning methods and defines the collabora-
tion between teachers and students. As a result, the collaboration environment
for knowledge management in a competence-based learning system is presented.
The behavior of the participants in the learning process can be defined using
appropriate motivation functions. The key goal is to find a balance between the
motivation functions of the teacher and that of the student. The teacher's motivation
function can be represented thus:
N
s
ð
r
i
Þ¼
x
ð
r
i
Þ
;
where
- resources assigned to solving a task, e.g., didactic materials, teacher's
time, software, hardware, etc. Student's motivation function:
x
ð
r
i
Þ
S
j
C
j
ð
F
S
s
ð
r
i
Þ¼
F
ð
W
ð
s
j
Þ
;
H
ð
r
i
Þ
;
r
i
Þ
;
Þ
;
where
W
ð
s
j
Þ
- student's base knowledge,
H
ð
r
i
Þ
- grade/mark, that can be given by a
teacher,
C
j
ð
- costs borne by the student in solving the task,
F
S
- student's other
preferences (e.g., student's goals and constraints in the learning process).
In the case study, the motivation model is simulated using the ARENA software
(Fig.
8.4
) as a collaboration process. The collaboration process between students
and teacher can be interpreted as a queuing system, which has the following
features:
r
i
Þ
- By a specified repository content, it can be assumed that the teacher's work
relies on checking tasks
- The result of the checking process is determined: (1) positive mark without
placing task in the repository, (2) positive mark and placing task in the reposi-
tory, (3) negative evaluation - repeating the task solving for a positive mark or
well done task improvement for the purpose of developing the repository
- By a specified subject, time, and group of students, the teachers work can be
treated as a server with specified entry, exit, the average time of evaluation
Fig. 8.4 ARENA model of motivation model in e-learning
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