Reference Purpose a framework for expert personalized e[1] learning recommender system EPERS.

An EPERS can help learners in finding learning materials that best suits their needs.

[2]

How to apply context-awareness in an adaptive e-learning environment to improve personalization capabilities?

[3]

personalized intelligent e-learning --This Model uses multiple agents which delivers personalized SERP (Search Engine Results Page) This paper details a new approach to

Mehtods This system consists of six components: Gathering Learner Information (GLI), Materials Recommendation Creation (MRC), Learner Profile (LP), Expert System (ES), Domain Knowledge Management (DKM) and Domain Knowledge Tree (DKT). Through GLI the learner initially registers to the system, during registration some personal settings are saved in the learner profile. The LP consists of learners: style, background, type (part time, full time), ..etc. . In addition LP contains of all the information about learners, like their preferences, interests and knowledge levels, which can be obtained during the registration process. This paper details a new approach to user modeling in e-learning, taking into account contextual aspects such as technological, educational, personal and especially cultural context to improve personalization capabilities, making use of a set of ontologies for representing explicitly this rich context as an extension of traditional student modeling, and their incorporation in a actual elearning system called daptWeb (an e-learning system used in some Brazilians universities nowadays). web usage mining

Results The EPERS enhanced the productivity of learners/tutors in e-learning environments.

AdaptWebs ontology-based representation for cultural modeling and the personalization mechanisms allow dealing with culture-aware adaptation, customizing application interaction and user interfaces perceived by the users according to the users cultural context. However, since cultural modeling and personalization mechanisms of our approach are generic and extensible, we think they could be useful as a basis for builders of any culture-aware ELE.

[4]

The system (its content, interface and

the model proposed in the paper would result into filtered but relevant material to a learner. This would reduce lots of effort and time of a learner wasted in searching the relevant content AdaptWebs ontology-based representation for

[5]

user modeling in e-learning, taking into account contextual aspects such as technological, educational, personal and specially cultural context to improve personalization capabilities, making use of a set of ontologies for representing explicitly this rich context as an extension of traditional student modeling, and their incorporation in a actual elearning system called AdaptWeb Cast your Eyes on Moodle:An Eye Tracking Study investigating learning with Moodle

navigation) is adapted to each student, based on his course (e.g. Computer Science, Mathematics, Engineering, Management, etc.), his knowledge of a concept and his interactions preferences.

cultural modeling and the personalization mechanisms allow dealing with culture-aware adaptation, customizing application interaction and user interfaces perceived by the users according to the users cultural context.

[6]

Eye-tracking Users Behavior in Relation to Cognitive Style within an Elearning Environment

In this study the order of selecting learning items was not predefined, participants were allowed to determine freely which parts of Moodle they wanted to explore.The Tobii T120 eye tracker was used to collect eye movement data at the sample rate of 120 MHz.There are three main eye tracking parameters used within this experiment: fixation duration, fixation frequency and scan path In this research, an eye-tracking experiment was conducted in order to validate the construct of cognitive style as a personalization parameter in adaptive educational hypermedia. The main research question was whether the verbalizer/imager axis of the Cognitive Style Analysis theory reflects actual preferences in an eLearning environment and properly identifies learner types.

This study found out, that representative images with high information densities strongly attract users attention! Furthermore, they are generating interest and contribute to users involvement as well as mood.

The construct of cognitive style, as defined by the (cognitive style Analysis) CSA theory, seems to be validated with the use of an eyetracker, in terms of reflecting learners actual behavior in an educational hypermedia setting. This finding has two implications in the design of e-Learning and hypermedia applications: a) the psychometric tool and theory are both suitable for identifying types of users and b) the CSA reveals differences in

[7]

Activity Sequence Modelling and Dynamic Clustering for Personalized E-Learning

novel approach involving modeling of, and multilevel clustering based on, sequential learning activity data.

[8]

Design a personalized e-learning system based on item response theory and artificial neural network approach

[9]

User Profile Modeling in the Context of Web Based Learning Management Systems

this paper proposes a personalized multiagent e-learning system based on item response theory (IRT) and artificial neural network (ANN) which presents adaptive tests (based on IRT) and personalized recommendations (based on ANN). These agents add adaptivity and interactivity to the learning environment and act as a human instructor which guides the learners in a friendly and personalized teaching environment. This paper introduces the main requirements of an advanced e-learning system, explains the way a user navigates in such a system, presents the architecture of a novel e-learning

information processing and may be used as a personalization parameter. Applying the proposed approach to learning domains other than problem solving would involve adjustments at dierent levels. Firstly, when applying this approach one has to decide how activities will actually be modelled in the Markov models. Our work has shown that DMMs are sucient when all related activities and resulting states are observable. Nevertheless, the literature provides evidence that HMMs may also be applicable in such settings. Further comparative work would be required to establish the relative merits of each type of model when applied for the modelling of activities. Until such results are available, it may be advisable that researchers base their selection on the intrinsic characteristics of the modelled activities and states. Experimental results showed that the proposed system can provide personalized and appropriate course material recommendations with the precision of 83.3%, adaptive tests based on learners ability, and therefore, can accelerate learning efficiency and effectiveness. Also this research reported the capability of the neural network approach to learning material recommendation.

In particular, this paper presented the central requirements of an advanced elearning system. Focus was given on the need for personalization and adaptability. The structure of a novel e-learning system

system, and describes its main components. Research is focused on the User Model component, its role in the elearning system and the parameters that comprise it. In this context, Bayesian Networks are used as a tool for the encoding, learning and reasoning of probabilistic relationships, with the aim to effectively predict user preferences

complying with these requirements was presented. The parameters comprising a typical user profile within the e-learning context were investigated. The central role of the systems User Model component was explained, and its encompassed functionality was thoroughly analyzed as a 3-layer model, which makes use of Bayesian Networks and appropriate fluctuation smoothing in a consistent manner. Results depicting the systems predicting behavior were demonstrated.

Reference [1 ] M.A. Otair and A.Q.A. Hamad, Expert Personalized E-Learning Recommender System, Proc. Intl Conf. e-Business and e-Learning, 2005. [2] Isabela Gasparini, Marcelo S. Pimenta2, Jos Palazzo M. de Oliveira How to apply context-awareness in an adaptive e-learning environment to improve personalization capabilities?, JCC 2011
[3] Axita Shah and Sonal Jain , An Agent based Personalized Intelligent e-learning, International Journal of Computer Applications (0975 8887) Volume 20 No.3, April 2011 [4] Isabela Gasparini , Marcelo S. Pimenta 2, , Jos Palazzo M. de Oliveira, How to apply context-awareness in an adaptive e-learning environment to improve personalization capabilities? [5] Gergely Rakoczi, Cast your Eyes on Moodle: An Eye Tracking Study investigating learning with Moodle [6] Nikos Tsianos, Panagiotis Germanakos, Zacharias Lekkas, Costas Mourlas, George Samaras, Eye-tracking Users Behavior in Relation to Cognitive Style within an ELearning Environment [7] Kck, Mirjam and Paramythis, Alexandros activity sequence modelling and dynamic clustering for personalized e-learning, journal of User Modeling and User-Adapted Interaction, Vol 21, issue 1, pp: 51-97

[8] Ahmad Baylari, Gh.A. Montazer . Design a personalized e-learning system based on item response theory and artificial neural network approach. Expert Systems with Applications, vol36(4), pp8013-8021,May, 2009. [9] Y. Kritikou, P. Demestichas, E. Adamopoulou, K. Demestichas, M. Paradia.User Profile Modeling in the Context of Web Based Learning Management Systems. Journal of Network and Computer Applications. Accepted for publication. Elsevier.