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This paper represents a new approach to manage learner modeling in an adaptive learning system framework. It considers developing the basic components of an adaptive learning system such as the learner model, the course content model and the adaptation engine. We use the overlay model and Bayesian network to evaluate learners' knowledge. In addition, we also propose a new content modeling method as well as adaptation engine to generate adaptive course based on learner's knowledge. Based on this approach, we developed an adaptive learning system named is ACGS-II, that teaches students how to design an Entity Relationship model in a database system course. Empirical testing results for students who used the application indicate that our proposed model is very helpful as guidelines to develop adaptive learning system to meet learners' demands. [ABSTRACT FROM AUTHOR]

This paper will present a Marxist analysis of the current function and role of information and communication technology (ICT) in education, with specific reference to schooling in the UK. Over the past five years the UK government has spent in excess of £2.5bn on ICT equipment for schools and in ‘training’ teachers to use the technology. Children and teachers are now clearly expected to function and develop within an online community and network, whilst schools are appraised, judged, measured and regulated through a series of online reports, league tables and data available to those with access to the internet. The paper will consider the implications of this significant increase in spending on technology and the promotion of ICT in schools, the links with global capital and the benefits for capitalism of the trend towards digital and electronic communication. Five enduring myths about the provision and use of ICT for educational ‘benefit’ are explored in order to develop a critical understanding of the ways in which ICT is used to reinforce state apparatus and redefine social and cultural practices within education. The paper will also contend that the apparent systematic exclusion of visible minorities and much of the working class from ICT orientated research is central to the maintenance of status quo and power and ‘conservative whiteness’ in technology education [ABSTRACT FROM AUTHOR]