faculty of mathematics and informatics tu/e eindhoven university of technology 1 adaptive authoring...

/faculty of mathematics and informatics

TU/e eindhoven university of technology

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Adaptive Authoring of Adaptive Adaptive Authoring of Adaptive Educational HypermediaEducational Hypermedia

Alexandra Cristea & Lora Aroyo

Databases & Hypermedia Group, Department of Informatics

AH’02: AH’02: May 2May 299--3131, 2002, 2002, Malaga, Malaga



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Keywords

• Ontology• Collaboration• Cooperation• Adaptivity• Adaptability • Web-based courseware • ODL

C2

A2



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Index

• Background, Motivation and Ideas

• AIMS & MyET

• Concept Mapping Approach to Adaptive Authoring

• Conclusion & Future research



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Index


• AIMS & MyET





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Course authoring requirements

1. designing course contents alternatives,

2. adaptation techniques & ultimately,

3. whole user-interaction mechanism adaptive courseware authoring tools

should offer tuneable complexity & automatic authoring tasks



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Index


• MyET & AIMS





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General Course Structure

AIMSAIMSMyETMyETTeacher-name COURSE: <name> <description>

AUDIO FILMS PICTURES LESSON INSTRUCTOR: <name>

113-1 115-1 119-1 123-1 190-1 196-1 65-1

DOMAIN: <name>

114-1 118-1 119-2 123-2 190-2 197-1 67-1

TOPIC-1: <name> <description>

EXERCISES conclusion keywords MAIN-TEXT: <link>

title TEXTS explanation pattern TASK-1-1: <name> <keywords> TEXT(s)

TEXT1 TEXT2

exercise1 keywords pattern TASK-1-N: <name> <keywords> TEXT(s)



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Text presentation & structure• smallest block / object in course structure• MyETMyET: text also has body & obligatory attrs:

– short title, keywords, explanation, patterns to learn, conclusion & exercises. (for search & retrieval)

• AIMSAIMS: authors select domain terminol. keywords (CM)– which link directly to lessons (course structure of course

topics and exercises).

– presentation & instructional formats to map course material both task- & use-oriented



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Lesson composition

• = 1- more texts (w. multimedia or not)

• MyET, lesson has texts & attr.s: title, keywords, explanation, conclusion, combined exercises ~ text obj. struct.

• text/lesson is generically called:– ‘SUBJECT’ in MyET or – ‘TOPIC’ consisting of course ‘TASKS’ in AIMS.



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Index


• AIMS & MyET





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Concept mappingConcepts = pieces w. independent semantics

atomic concepts

composite concepts

concept hierarchy

…



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Lesson map



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Lesson Adaptation



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Concept Editing Traditional Order



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Concept Editing: Traditional Order1. write sequential course text +/- multimedia 2. divide & organize content into concept structure

a) concept hierarchy : concepts, sub-concepts & atomic c. b) fill-in main concepts attr.s (name, content, etc.)

3. add adaptive features a) rule-base, importance coefficients, weights, b) generating lesson map/sequence

4. define items to display & conditions • generate new attributes • return to 3 for refined granulation

5. create lesson maps



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Non-traditional authoring: DDirect irect CConcept editingoncept editing

1. write concepts + concept hierarchy

2. define concept attributes (define main & extra attr.s)

3. fill-in concept attributes (write contents)

4. add content related adaptive features regarding UM (design alternatives, conditions)

5. define format (presentation means-related: chapters)

6. add adaptive features regarding presentation means (define pages)



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Resulting layers



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1st layer: conceptual layer1. atomic concepts sub-layer (cannot be changed anymore)

• Adaptation & automatization here are, e.g., search of related (identical?) concepts, to warn author that new concept s/he wants to define . Automatic concept connection can be done (computed by system via heuristics & approved by author)

2. composite concepts sub-layer ( sets of concepts of atomic granulation or larger w. hierarchical structure)

• Course designers/system can change hierarchy. Here, relatedness connections also appear. System can perform concept – sub-c. adaptation, suggest relevant higher concept classes, etc.



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2nd layer: lessons

• hierarchy of chapters, sub-chapters & directed graph

• way & order in which concepts should be taught.

• Note: lesson layer deals w. concept attr.s, not necessarily directly w.concepts.

• system searches for alternative orders



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3rd layer1. (UM - based) adaptation engine sub-layer: specifies

what should be presented when (conditions sets).

2. presentation means adaptation sub-layer: formatting info to appear nicely in page

• ideal pg length –where chapters should be cut to form pages

• how & where multimedia presentations should appear

• colors, fonts, etc.

• in simplest authoring version, (2) should be automatic



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Index


• AIMS & MyET





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Conclusion• obtained from analysis & tests of MyET & AIMS a

concept-based, layered architecture for AH ~ stratified hypermedia structure for info disclosure

• showed that due to AH authoring complexity, only solution= adaptive authoring for ALE

• gave course structure & CM authoring procedure• showed in what layers adaptation should work & how



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Future directions• next to adaptation support for content organization &

presentation, author info analysis & monitoring input support tools are needed

• support for info search & retrieval, info visualisation (diff. perspectives), selecting, restructuring, annotating information w. metadata, generation of adaptive user feedback & user preferences info.

• for maintainable course content: statistical analyses this paper sets basis of important step towards maturity

of AS: towards standardization-based authoring

faculty of mathematics and informatics tu/e eindhoven university of technology 1 adaptive authoring...

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