Abstract
In this paper we present how mobile learning (mLearning) can be personalized/adaptive via the use of the declarative approach in order to be adapted with the Algerian context.
The background to this work is mLearning progress in Algerian society, based on several areas such as the socio-cultural, institutional, historical, epistemological, pedagogic, linguistic, infrastructural and demographic context.
This context allows us to think about introducing the mLearning concept to Algerians, especially students, by developing a mLearning platform after the arrival of 3G technology in 2013. We have chosen PBL as an active pedagogical strategy to be implemented with a mLearning platform.
In Algeria, due to the diversity known in many fields, the personalization of the PBL model has become indispensable and vital. That is why we propose in this study an architecture that shows the relationship between the adaptivity, mobile ontology (mOntology) and the reuse of declarativity approach results in order to design an Adaptive/Personalized Virtual Document (AVD) for an institutional strategy model (the PBL model) based on the diversity of the Algerian context (learners, learning needs, languages, cultures, society constraints, infrastructure needs).
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Khalfallah, N., Boukerram, A., Traxler, J. (2014). Declarative Approach for Adaptivity and Personalization in Mobile Learning: An Algerian Perspective. In: Kalz, M., Bayyurt, Y., Specht, M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn 2014. Communications in Computer and Information Science, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-319-13416-1_2
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DOI: https://doi.org/10.1007/978-3-319-13416-1_2
Publisher Name: Springer, Cham
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