6044165
Articulation of information requirements for personalised knowledge construction
The quality of information provision influences considerably knowledge construction driven by individual users’ needs. In the design of information systems for e-learning, personal information requirements should be incorporated to determine a selection of suitable learning content, instructive sequencing for learning content, and effective presentation of learning content. This is considered as an important part of instructional design for a personalised information package. The current research reveals that there is a lack of means by which individual users’ information requirements can be effectively incorporated to support personal knowledge construction. This paper presents a method which enables an articulation of users’ requirements based on the rooted learning theories and requirements engineering paradigms. The user’s information requirements can be systematically encapsulated in a user profile (i.e. user requirements space), and further transformed onto instructional design specifications (i.e. information space). These two spaces allow the discovering of information requirements patterns for self-maintaining and self-adapting personalisation that enhance experience in the knowledge construction process.
16590368
Knowledge Construction in E-Learning - Designing an E-Learning Environment
In the traditional classroom, students learned to depend on tutors for their motivation, direction, goal setting, progress monitoring, self-assessment, and achievement. A fundamental limitation is that students have little opportunity to conduct and manage their learning activities which are important for knowledge construction. e-Learning approaches and applications which are supported by pervasive technologies, have brought in great benefits to the whole society, meanwhile it also has raised many challenging questions. One of the issues that researchers and educators are fully aware is that technologies cannot drive a courseware design for e-Learning. An effective and quality learning requires an employment of appropriate learning theory and paradigms, organisation of contents, as well as methods and techniques of delivery. This paper will introduce our research work in design an e-Learning environment with emphases on instructional design of courseware for e-learning.
40923560
On a problem of J. Csima
Abstract A problem of J. Csima on the factorization of regular bipartite graphs is settled.
9838630
Domination in Graphs of Minimum Degree Five
Let G=(V,E) be a simple graph. A subset D⊆V is a dominating set of G, if for any vertex x ∈ V−D, there exists a vertex y ∈ D such that xy ∈ E. By using the so-called vertex disjoint paths cover introduced by Reed, in this paper we prove that every graph G on n vertices with minimum degree at least five has a dominating set of order at most 5n/14.
29305561
Positively curved cubic plane graphs are finite
Let G be an infinite plane graph such that G is locally finite and every face of G is bounded by a cycle. Then G is said to be positively curved if, for every vertex x of G, 1− d(x)/2 + Σx∈F 1 |F | > 0, where the summation is taken over all facial cycles F containing x. Note that if G is positively curved then the maximum degree of G is at most 5. As a discrete analogue of a result in Riemannian geometry, Higuchi conjectured that if G is positively curved then G is finite. In this paper, we establish this conjecture for cubic graphs. Partially supported by a grant from China Scholarship Council Partially supported by NSF grant DMS-9970527
428956
On a generalization of signed total dominating functions of graphs