Intelligent distributed cognitive-based open learning system for schools (ICLASS)

The iClass project will develop an intelligent cognitive-based open learning system and environment, adapted to individual learners' needs and ensure their take-up in the education sector at a European level. This will be achieved by creating:- an advanced learning system, founded on an ontology-based architecture for sequencing of knowledge and adaptive to learner's level of understanding and learning style by dynamically creating individualized learning objects;- a distributed, collaborative environment with ubiquitous access for all stakeholders (parents, teachers, students, Ministries, publishers) to rich multimedia content and services, empowering direct communication. iClass will have an open architecture and be fully compatible with legacy learning systems and tools. iClass will advance European research by investigating and validating the use of ontological maps for the dynamic creation of learning objects and their transferability between the various European curricula. This advance in research will be disseminated and transferred to the wider RandD community. To reach its objectives, iClass unites 22 partners from 11 different countries made up of: leading European research partners in cognitive science, pedagogy and artificial intelligence; 4 of the world's leading IT companies and 3 SMEs with state of the art learning and new media technologies; 2 multinational school networks who will pilot and evaluate the iClass results during the project. iClass will improve the quality and efficiency of learning, an important intangible asset, through the development of e-learning solutions and standards, taking into account not only advanced technology but also educational, psychological and cognitive aspects to ensure full integration of current research and best practices. The iClass project will provide Europe with the future framework and infrastructure for exploiting and delivering national curricula and educational resources in an advanced learning environment.


Intelligent learning system for online learning
Serçe, Fatma Cemile; Alpaslan, Ferda Nur; Jain, Lakhmi (2008-10-01)
The paper presents an Adaptive Intelligent Learning System (AILS) designed to be used with any Learning Management System (LMS). The adaptiveness provides uniquely identifying and monitoring the learner's learning process according to the learner's profile. AILS has been implemented as a multi-agent system. The agents were developed as JADE agents. The paper presents the learning model, system components, agent behavior in learner scenarios, the ontologies used in agent communications, and the adaptive stra...
Reflecting on Change at an EFL Institution: Teachers’ Negotiations of a Systemic Change Initiative
İpek, Ömer Faruk; Karaman, Abdullah Cendel (2018-08-22)
In language education settings across the globe, issues ranging from sociocultural challenges to pedagogical innovations (e.g. the need for innovation in preparing teachers) continue to be key areas of consideration in educational research (Bense, 2016). In this paper, we explore how teachers of English as a foreign language (EFL) at a higher education setting in Western Turkey negotiate a systemic change initiative. Grounded in the systemic change concept and taking ‘resistance’ to change as a com...
ICT integration in English language teacher education: insights from Turkey, Portugal and Poland
AŞIK, ASUMAN; KÖSE, SERHAN; Eksi, Gonca Yangln; Seferoğlu, Gölge; PEREİRA, RİCARDO; EKİERT, MALGORZATA (2019-03-13)
The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement ...
ICT integration in primary education and teacher education programs in Turkey and in EU countries
Yıldırım, Zahide (2007-01-01)
The main purpose of this study is to investigate the differences and similarities between the EU Countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the Study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey ...
English Language Preservice Teachers\u2019 Stages of Concern for Web 2.0 Technology Integration
Kayaduman, Halil; Delialioğlu, Ömer (2021-06-01)
This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was impl...
Citation Formats
G. Akar, “Intelligent distributed cognitive-based open learning system for schools (ICLASS),” 2008. Accessed: 00, 2020. [Online]. Available: