IDC Learning: Artificial Neural Networks … and our LMS gets “intelligent”!


The wide spread of online courses, both in academic and business field, helps reducing the costs of training, but has negative effects. The indiscriminate and redundant delivery of digital contents and questionnaires, together with standardized rigid tutoring actions often implies a deterioration of the quality of the courses and a growing disaffection of students towards e-learning. IDC Learning shows that the integration of Artificial Intelligence can mitigate the sense of "artificiality" and automatism characterizing the standard procedures of an LMS. IDC Learning is an innovative software module capable of directly “talking” to Moodle, the Open Source LMS. Its main objective consists in taking control of Moodle core functions in order to make its e-learning courses management methods more “intelligent”. IDC Learning is entirely based on Artificial Neural Networks - Multi-Layer Perceptron and Kohonen Maps – that were trained through supervised and unsupervised learning algorithms in order to: (a) identify the different students’ profiles and real-time adapt evaluation tests; (b) set up customized learning paths; and (c) guide the teaching staff to specific and sustainable tutoring actions. The module consists of three logic function blocks: (1) I-Assessment allows classifying the participants through assessment and measurement tools of observable indicators; (2) D-Pathmaker customizes content delivery depending on I-Assessment outputs; and (3) C-Coaching supports the tutoring activities and suggests possible corrective actions according to the students’ performances. The first results of the experiments with IDC Learning in the field of adult education highlight an increase of the effectiveness level and perceived quality by students.

Author Information
Gaetano Bruno Ronsivalle, Universite di Verona, Italy
Simona Carta, WeMole s.r.l., Italy
Vanessa Metus, WeMole s.r.l., Italy
Marisa Orlando, WeMole s.r.l., Italy

Paper Information
Conference: ACSET2014
Stream: Education and Technology: Teaching

This paper is part of the ACSET2014 Conference Proceedings (View)
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Posted by James Alexander Gordon