A Conceptual Framework for a Smart Learning Engine
Learning activities and environments have changed dramatically in the last 50 years, in large part due to information and communications technologies. New technologies make it possible to create a smart learning engine in the form of an intelligent person
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Faculty of Education, Beijing Normal University, Beijing, China {dujing, zhangyan, luaofan}@mail.bnu.edu.cn 2 Smart Learning Institution, Beijing Normal University, Beijing, China {huangrh, tingwenchang}@bnu.edu.cn 3 University of North Texas [email protected] Abstract. Learning activities and environments have changed dramatically in the last 50 years, in large part due to information and communications technologies. New technologies make it possible to create a smart learning engine in the form of an intelligent personalized learning system that can be integrated with a variety of interaction devices. In addition, on the instructional design and personalization/customization side of things, a smart learning environment can structure or recommend specific interactions for individual learners based on subject matter, learning goals and a learner’s preferences, interests, ability, and knowledge. This means that a smart learning environment can develop meaningful learning pathways for individual learners and create optimal learning activities to help learners attain intended goals by deploying suitable learning resources and interactive tools to enhance learning, performance, and the student’s experience. Keywords Leaning environment; Smart learning; Intelligent tutoring system
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Introduction
Smart learning environments (SLEs) herein are defined as active learning places that can be used to access and structure learning content, sense specific learning contexts and goals, identify a particular learner’s abilities and needs, provide relevant learning resources and interactive tools, automatically record learning process and evaluate learning accomplishments so as to promote efficient learning [1]. This is an ambitious list of capabilities, but individual parts of such an environment have already been created and demonstrated. An integrated, interactive and intelligent (i3)
© Springer Science+Business Media Singapore 2017 E. Popescu et al. (eds.), Innovations in Smart Learning, Lecture Notes in Educational Technology, DOI 10.1007/978-981-10-2419-1_11
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system has yet to be fully developed and deployed, but that is the goal of the effort reported herein. In the 21st century, new learning systems are being developed at an increasing pace to take advantage of powerful new technologies, such as the JuxtaLearn system (ClipIt) [2]. Many more powerful new learning technologies and environments could be mentioned, but they introduce a new challenge for teachers – namely, the challenge of identifying the appropriate tools or technology to use with specific learners in a variety of learning situations. The teacher task is becoming increasing more difficult as these systems proliferate. In response to this challenge, we propose an i3 (integrated, interactive, intelligent) system that can support both students and teachers amid the technology challenges of the 21st century. In this paper, a Smart Learning Engine (SLEng) is proposed as the core of an i3 SLE. We propose a theoretically-grounded and em
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