Information Technology Reference
In-Depth Information
A
Construct
B
C
EF
1.1
D
Expert
Scaffolding concept map
Question
A
Fill in
B
C
EF
1.2
D
Testing
Learner's concept map
Answer
2.1
Misconception check
MsDegree & closeness
measurement
Learner
2.2
N
Learning path generation
3
Figure 16.5
Flow of the learning path planner.
the related questions for each learning object for use in the paper-based or
online testing.
As step 1.2 in Figure 16.5 shows, the planner can construct a learner's con-
cept map according to his or her answers of the web testing. What the dif-
ferences are between the expert and learner's concept map are easy to check
by comparing these two concept maps and find out any misconceptions the
learner has (the step 2.1 in Figure 16.5).
After the misconceptions are found, the planner uses a misconception
degree and closeness as criteria to decide the feedback priority for the indi-
vidual learner (step 2.2 in Figure 16.5). With the feedback priority, the planner
is then able to generate the learning routes when considering both of the mis-
conceptions and the learning objects in the real world (step 3 in Figure 16.5).
How to apply the learning path planner to the informal ubiquitous learn-
ing scenario? According to the operation flow of the planner, there are two
main phases and five steps to learners as Figure 16.6 shows.
