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A Knowledge-Based Hypermedia Architecture Supporting Different Intelligences and Learning Styles
2003 (English)In: PEG 2003. XI International Conference Powerful ICT fro Teaching and Learning, 2003, on CD- p.Conference paper (Refereed)
Place, publisher, year, edition, pages
2003. on CD- p.
National Category
Other Engineering and Technologies
URN: urn:nbn:se:uu:diva-159028OAI: oai:DiVA.org:uu-159028DiVA: diva2:442316
The Eleventh PEG Conference
Available from: 2011-09-21 Created: 2011-09-21 Last updated: 2014-01-03
In thesis
1. Bridging the Gap between Learning and Teaching by Using Knowledge-Based Systems
Open this publication in new window or tab >>Bridging the Gap between Learning and Teaching by Using Knowledge-Based Systems
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis was to enhance the learning and teaching in educational organizations by using knowledge-based systems. In the last few decades, considerable interest has been exhibited in applying information and communication technologies in educational settings in an attempt to enhance the process of learning and teaching. Surprisingly, however, a modest amount of attention has been directed towards supporting active learning and to accommodating different learning styles.

Different knowledge and reasoning strategies have been studied to determine, whether, and how they could satisfy users’ learning styles. Moreover, on the basis of the pedagogical aspects identified, a knowledge-based system was designed to help students to learn about the subject actively and in the way they prefer. Through this system, students are able to choose different representation forms of the domain knowledge and can evaluate their understanding through the differentiated feedback given by the system.

In conjunction with the development of new information and communication technologies, the demands on teachers’ didactical skills are also increasing. Adopting a student-centered approach can require teachers to reevaluate their teaching strategies and their leadership style because teacher takes on a different role to that of traditional teaching. Two knowledge-based systems have been designed to provide teachers with differentiated feedback enabling them to reflect on their current teaching strategies and leadership style in an active and individualized way.

The result of the research is the design of knowledge-based systems to bridge the gap between learning and teaching using knowledge-based systems.  A conceptual map united all the important pedagogical aspects related to student-centered learning in making it possible to visualize these aspects and the relation between them. This conceptual map makes a meaningful contribution to designer’s understanding of the way the systems support students’ learning and, therefore, can be used as a guide when designing knowledge-based systems for learning. Students and teachers can also benefit from it by obtaining a common understanding of learning and some of its underlying concepts. This kind of awareness can bridge the gap between teaching and learning, and also advance educational organizations in the move towards the adoption of student-centered learning environments.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2011. i–x, 89 p.
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 72
National Category
Social Sciences
urn:nbn:se:uu:diva-159135 (URN)978-91-554-8163-6 (ISBN)
Public defence
2011-11-02, Hörsal 2, Ekonomikum, Kyrkogårdsgatan 10, Uppsala, 13:15 (Swedish)
Available from: 2011-10-12 Created: 2011-09-21 Last updated: 2011-11-04Bibliographically approved

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Edman, Anneli
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