1 National Institute of Technical Teachers' Training & Research (INDIA)
2 Bengal Institute of Technology (INDIA)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 619-626
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
Confidence-Based Learning or CBL is a methodology used for both learning and training that measures a learner's knowledge level and quality prior to any knowledge dissemination. Measurement of knowledge is done by determining both the correctness and confidence that the learner has. CBL works on the basis of three different phases that a learner has to pass through: (i) Diagnosis – the system determines the exact knowledge a learner has prior to learning or training. (ii)Prescribe – once the knowledge gaps and shortcomings are identified, the CBL offers a customized learning plan that will fill up the gaps and increase the confidence of the learner. (iii) Learn – in this phase the learner start learning according to the customized plan.

In present day scenario a number of LMS are available in the market. Moodle[1], Angel[2], Wizdom[3], and many other products that are available and widely used had been designed and developed for conventional web based teaching – learning system[8], and hence cannot be directly used for CBL. On the other hand, web based CBL being a new area of research, no such significant efforts have been recorded for developing a general purpose LMS[6][7] in this regard. LTSA[4] architecture being the de-facto standard for developing general purpose LMS, it might require to make some augmentation on LTSA itself to consider it as the backbone for designing LMS for CBL.

In this research work, UML based design [5][6][7] technique has been applied to express the design requirements and several diagrams like use-case diagrams, activity diagrams, etc have been drawn for the purpose. While considering UML based design issues like misinformation, unknowns, doubt, mastery etc have been taken into account. Learners’ preference, performance evaluation, performance record, etc have also been considered for detailed design. Multiple choice questions with confidence factor have been utilized for measurement.

Goals of the proposed LMS include identification of learners’ lack of knowledge, identification of necessary learning objects to supplement the gaps, providing opportunity to the learner to acquire the knowledge through web based system, reassess the candidates, etc. For this purpose a detailed requirement analysis has been done and business rules have also been formed. The proposed system is expected to cater the needs of training of marketing and service professionals in general.

[5] N. Chaki, R. Dasgupta, “A learners’ quanta based framework for identification of requirements and automated design of dynamic web based courseware” Proc. of 14th Monterey Workshop 2007.
[6] S. Ray, N. Chaki, R. Dasgupta, “Design of an adaptive web based courseware”, Proc. of IASTED Int’l Conf. on Intelligent Systems and Control, USA 2004.
[7] S. Sengupta, N. Chaki, R. Dasgupta, “Design of a Learning management System on LTSA Framework” Proc. of the 7th WSEAS Int’l. Conf. on Education and educational Technology, Italy 2008.
[8] Vassileva J, Deters R, “Dynamic courseware generation on the www”, British journal of Educational Technology, Vol. 29, No. 1 (1997)