Christian Glahn

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ISSN 1436-4522. © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial(More)
Learning Management Systems (LMSs) are used in many (educational) institutes to manage the learning process. Adaptive Learning Environments (ALEs) offer support for the learning process through adaptive guidance and perhaps also personalized learning material (content). GRAPPLE offers a new infrastructure that brings both together. This is done through(More)
Feedback has is a part of continuous interaction between learners and their learning environment. It cannot be simplified to selfassessment and rewarding; it also adds tension that motivates the learners on their engagement on learning processes from the very beginning. Feedback relies on the learners’ previous actions as well as on the interaction context(More)
Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner’s mind. Through a literature survey, we analyze(More)
In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in(More)