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The growing popularity of e-learning has created a need for personalization. Based on individual difference of learners' abilities and preferred learning styles in hypermedia environment, the learning outcomes vary essentially. Meanwhile, with the development of e-learning technologies, learners can be provided more effective learning environment to(More)
Concept browsing interfaces can help educators and learners to locate and use learning resources that are aligned with recognized learning goals. The Strand Map Service enables users to navigate interactive visualizations of related learning goals and to request digital library resources aligned with learning goals. These interfaces are created using a(More)
Conceptual browsing interfaces can help educators and learners to locate and use learning resources in educational digital libraries; in particular, resources that are aligned with nationally-recognized learning goals. Towards this end, we are developing a Strand Map Library Service, based on the maps published by the American Association for the(More)
A system is described that supports the dynamic generation of conceptual browsing interfaces. These interfaces are comprised of interacting visual components that contain different views onto a concept space that can be modeled as nodes and links. This algorithm uses a combined approach of tree--based processing with a grid--based drawing system to(More)
The Concept Space Interchange Protocol supports the deployment of conceptual browsing interfaces in digital libraries. The protocol provides a programmatic interface to dynamically generate interactive visual components that enable users to navigate a concept space, request information about concepts, and request library resources aligned with concepts. The(More)
This paper describes a customized scaffolding approach to improve learner's conceptual understandings through knowledge visualization. We propose a framework to use natural language processing and graph based algorithms to automatic visualize individual learner's prior knowledge states, domain knowledge, new encountered concepts and to reveal the semantic(More)
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