Abstract: A method/apparatus/system for generating a recommendation based on user interactions with nodes and associated tasks within a prerequisite graph. The recommendation is generated by identifying the user's current position within the prerequisite graph and identifying potential next nodes to which the user could move. Based on the user's past interactions with nodes and/or tasks within the prerequisite graph, the user's likelihood of successfully completing the potential next node is calculated, and a recommendation is made based on this calculated likelihood of the user successfully completing the potential next node.

Abstract: Methods for customizing an educational experience of a gamer are provided. The method can include the generating of learning DNA which can include information relating to the gamer. The learning DNA can be generated by the aggregation of data received from the gamer, collected from other data sources, and generated based on the interaction of the user with an evaluation and rectification system. The method can further include selecting a mission for a user based on the learning DNA and/or information relating to the user.

Abstract: A method/apparatus/system for generating a recommendation based on user interactions with nodes and associated tasks within a prerequisite graph. The recommendation is generated by identifying the user's current position within the prerequisite graph and identifying potential next nodes to which the user could move. Based on the user's past interactions with nodes and/or tasks within the prerequisite graph, the user's likelihood of successfully completing the potential next node is calculated, and a recommendation is made based on this calculated likelihood of the user successfully completing the potential next node.

Abstract: Methods for customizing an educational experience of a gamer are provided. The method can include the generating of learning DNA which can include information relating to the gamer. The learning DNA can be generated by the aggregation of data received from the gamer, collected from other data sources, and generated based on the interaction of the user with an evaluation and rectification system. The method can further include selecting a mission for a user based on the learning DNA and/or information relating to the user.

Abstract: This paper proposes a new method for the objective evaluation of student work through the identification of original content in writing assignments. Using WordNet as a lexical reference, this process allows instructors to track how key phrases are employed and evolve over the course of a student's writing, and to automatically visualize the point at which the student's language first demonstrates original thought, phrased in their own, original words. After sketching the method for isolating “points of originality,” the paper provides a method for visualizing the resulting information. By visualizing otherwise subjective information in a way that is objectively intelligible, the goal is to provide educators with the ability to monitor student investment in concepts from the course syllabus, and to extend or modify the boundaries of the syllabus in anticipation of pre-existing knowledge or trends in interest.

Abstract: Methods for customizing an educational experience of a gamer are provided. The method can include the generating of learning DNA which can include information relating to the gamer. The learning DNA can be generated by the aggregation of data received from the gamer, collected from other data sources, and generated based on the interaction of the user with an evaluation and rectification system. The method can further include selecting a mission for a user based on the learning DNA and/or information relating to the user.

Abstract: This paper proposes a new method for the objective evaluation of student work through the identification of original content in writing assignments. Using WordNet as a lexical reference, this process allows instructors to track how key phrases are employed and evolve over the course of a student's writing, and to automatically visualize the point at which the student's language first demonstrates original thought, phrased in their own, original words. After sketching the method for isolating “points of originality,” the paper provides a method for visualizing the resulting information. By visualizing otherwise subjective information in a way that is objectively intelligible, the goal is to provide educators with the ability to monitor student investment in concepts from the course syllabus, and to extend or modify the boundaries of the syllabus in anticipation of pre-existing knowledge or trends in interest.

Abstract: This paper proposes a new method for the objective evaluation of student work through the identification of original content in writing assignments. Using WordNet as a lexical reference, this process allows instructors to track how key phrases are employed and evolve over the course of a student's writing, and to automatically visualize the point at which the student's language first demonstrates original thought, phrased in their own, original words. After sketching the method for isolating “points of originality,” the paper provides a method for visualizing the resulting information. By visualizing otherwise subjective information in a way that is objectively intelligible, the goal is to provide educators with the ability to monitor student investment in concepts from the course syllabus, and to extend or modify the boundaries of the syllabus in anticipation of pre-existing knowledge or trends in interest.