Adaptive Learning Environment to Meet Pedagogical Needs

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Adaptive Learning Environment to Meet Pedagogical
Needs

• Author Jun-Ming Su, Shian-Shyong Tseng,
  Ching-Tai Chen and Wen-Nung Tsai
• Source Journal of Information Science and
  Engineering, Vol. 20
  No. 6, pp. 1057-1077 (November 2004) SCI
  52/78, Impact factor 0.163
• Reporter Tsung-Yao Lee(???)
• Date 2005/7/

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Outline

• Brief talking on SCORM 2004
• Introduction
• Instructional Activity Model (IAM)
• Pedagogical theories in IAM
• The construction of IAM
• Conclusion Comment

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Brief talking on SCORM 2004
SCORM
pretest
content
posttest
Q1
Q2
Q3
Q4
Q5
Q6
CH1
CH2
U1
U2
U3
U4
U5
U6
SCORM 1.2
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Introduction

• The Activity Tree (AT) is complex to manage and
  reuse for a large-scale learning activity
• Lack of inter-relations among Activity Tree

Scalability and flexibility of adaptive LMS are
limited

• SCORM only use grade and duration time to
  evaluate learning result and sequence

These data may not be sufficient to evaluate the
personal learning behavior
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Introduction (cont.)

• The proposed model IAM aims to generate an
  adaptive learning course compatible to SCORM
• Modularize large AT into several easy-managed and
  reusable AT nodes with specific attributes and
  inter-relations
• Apply pedagogical theories for more adaptation

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Instructional Activity Model

• IAM

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A sample AT structure
Hard to Manage and Reuse
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A diagram of IAM
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Flowchart
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Remedy course process
4. Select ATk with MAX( mReq(eij) grade(eki)
w(eki) )
3. Select suitable ci by 3 strategies
Easiest first Medium first Hardest first
2. Evaluate the value of (mReq(eij) - val(ci))
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Case1.
AC (c1, 0.82), (c2, 0.75) and CO c4, c7,
c8.
I have ability c1 and c2 with value 0.82 and
0.75, respectively.
I need to have the capabilityc4, c7, c8
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Case1.
AC (c1, 0.82), (c2, 0.75) and CO c4, c7,
c8.
SGPk ?i val(ci)w(eik)
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Case2.
AC (c1, 0.82), (c2, 0.75) (c4, 0.75), (c5,
0.6), and CO c4, c8, c9.
C7
C9
1. AT5 has the largest value of cm lt CO
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Case2.
AC (c1, 0.82), (c2, 0.75) (c4, 0.75), (c5,
0.6), and CO c4, c8, c9.
C7
C9
1. AT5 has the largest value of cm lt CO
2. Set SelectionPolicy Easiest First. c5 has
the smallest value 0.2 of (mReq(e55) - val(c5))
3. (mReq(e55)-grade(e'15)) w(e'15)) lt
(mReq(e25)-grade(e'25)) w(e'25)),
0.02 0.26
4. Deliver AT2 to learner.
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Applying Pedagogical Theories in IAM
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Extension scheme of IAM
Visual
Ci
Auditory
Kinesthetic
Capability
Learning style
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Case3.
AC (vc1, 0.5), (cc2, 0.8), (mc3, 0.1), (vc4,
0.6), (ic5, 0.43) SLS lt0.1, 0.2, 0.7gt CO
ic5, vc6, mc7, ic8, cc9, ic10
I have the ability vc1, cc2, mc3, vc4, ic5
My learning style is Visual 0.1 Auditory
0.2 Kinetic 0.7
I need to know vc6, mc7, ic8, cc9, ic10
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Case3.
AC (vc1, 0.5), (cc2, 0.8), (mc3, 0.1), (vc4,
0.6), (ic5, 0.43) SLS lt0.1, 0.2, 0.7gt CO
ic5, vc6, mc7, ic8, cc9, ic10
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CO ic5, vc6, mc7, ic8, cc9, ic10
AT2 SGPk ?i val(ci)w(eik) 0.5 0.4
0.8 0.6 0.68 CF2 0.25 1 0.25 0.68
0.5 0.3 0.57 SF2 lt0.1, 0.2, 0.7gt?lt0.1,
0.8, 0.1gt 0.24
For challenging student AT2
For other student AT4
CFi 0.25 NOWi 0.25 SGPi 0.5
LgOrgi SFi SLS?LnStyi
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The Construction of IAM
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Step 1. Content-Contribution Relationship Table
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Step2. weight matrix
The weight matrix of contribution B
The weight matrix of contribution C
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Step3. Construction
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Conclusion Comment
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Conclusion

• propose the Instructional Activity Model
• propose an AT Selection algorithm with
  Pedagogical Theory
• proposed a systematic way to quickly and easily
  construct IAM using traditional course resources

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Comment
Fj the frequency function the user j uses the
AT Tj the time function the user j spends in the
AT Rj the retry function the user j uses the
AT Nj the score function the user j uses the
AT Uj the success and fail function the user j
uses the AT
YPChu, A Mathematical Model to Evaluate a CAI
Courseware, 1995
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The Strategy of The Quantitative Measurement Rule

• For user
• Users reasoning ability
• Users answering ability
• Users learning achievement
• For courseware
• Development of the teaching element
• Fineness of the teaching element
• Effectiveness of the teaching element
• Difficulty level of the teaching element

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(1) The guantitative measurement of the users
reasoning ability
(2) The quantitative measurement of the users
answering ability
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Appendix
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IAM (ATset, Cset, Eset, E'set)
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Definitions of related symbols in IAM 1
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Definitions of related symbols in IAM 2
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Definitions for applying pedagogical theory in
IAM