Developing Adaptive Pedagogy with the Adaptive Course Construction Toolkit ACCT

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Developing Adaptive Pedagogy with the Adaptive
Course Construction Toolkit (ACCT)

• Declan Dagger, Vincent Wade, Owen Conlan
• Knowledge and Data Engineering Group (KDEG)
• Trinity College, Dublin

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Presentation Overview

• Introduction
• Adaptive Course Construction Methodology
• Creating Pedagogically-Driven Adaptive Courses
  with Adaptive Course Construction Toolkit (ACCT)
• Related Work
• Conclusions

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Introduction

• Adaptivity applied to content retrieval
• Pedagogical weakness
• Completely Absent
• Embedded in Content
• Restricts expansion and reuse
• Pedagogy is fundamental to eLearning success
• Adaptivity applied to Pedagogy, Content,
  Communications and Activities Personalized
  eLearning

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Adaptive Course Construction MethodologyCyclical
Approach

• Identify Goals and Objectives
• Identify and Select appropriate Pedagogical
  Strategy(s)
• Model the Knowledge Domain
• Apply Knowledge Domain to Pedagogical Strategy
• Candidate Learning Resource Selection
• Apply adaptivity to Pedagogical Strategy based on
  Goals and Objectives
• Test Course Semantics

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Adaptive Course Construction Methodology (2)
Adaptive Axes And Adaptive Techniques
Pedagogical Theory And Instructional Design
Goal
Evaluation
Objective
Development Methodology
Assessment
Pedagogical Theory
Content Selection
Model Knowledge Domain
APeLS Adaptive Personalized eLearning Service
Reusability Assets
Domain Ontology And Concept Modeller
Adaptive Pedagogically-Sound Course
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Adaptive Course Construction Toolkit (ACCT)

• Supports this methodology
• Provides pedagogical foundation for adaptive
  course construction
• Enables custom Domain Ontology construction
• Supports customized Adaptive Course Narrative
  design
• Pedagogy
• Abstract course overview
• Adaptive Axes
• (Learning Resources) Can Exist Independent of
  Content
• Facilitates Learning resource Search and
  Selection
• Allows verification of course semantics

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Developing an Adaptive Course with ACCT

• Model Knowledge Domain using SMCS Building
• Build the Pedagogical Structure of the Course
  based on course goals and objectives using
  Narrative Builder
• Use Narrative Structures (Pedagogical Model
  Templates)
• Usability guidelines
• Best practice descriptions
• Can use a blend of Pedagogy
• Use SMCS defined Concepts
• Use and create Learning Activities
• Apply Adaptivity
• Associate Narrative Attributes with elements of
  the Pedagogical Structure
• Test Course Semantics
• Output course package to Generic Webapp

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Course Developer Interaction
Adaptive Course Narrative

• Introduction to SQL
• Adapt based on Prior Knowledge
• Set Context of SQL Case
• Outline Problem Space
• Adapt based on Learning Style
• .

APeLS Adaptive Personalized eLearning Service
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Subject Matter Concept Space(Domain Ontology)

• Elements of SMCS
• Concepts
• Name
• Description how this concept may be
  taught/learned
• Relationships
• Logical links between concepts
• Relationship type descriptions (contains,
  prerequisite)
• Content Independent
• Concept Map
• Graphical SMCS Editor

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SMCS Logical Diagram
Course Developer
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SMCS Example
List of Subject Matter Concepts
Graph Tools
Zoom in on the Graph
Concepts
Relationships
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ACCT Narrative Modeling and Developing Pedagogy

• Narrative Structures (Modeling)
• Description of Pedagogy Type
• Case-study, web-quest, didactic
• A Possible Sequence of Narrative Concepts
• Narrative Concept Usability Guidelines
• Reusable Pedagogical Elements
• Supports Blended Pedagogy
• Empowers the Course Developer
• Narrative Builder (Developing)
• Graphical Tool for Building and Expanding
  Pedagogical Models
• Supplied palette of tools
• Sample Pedagogical Models (Narrative Structures)
• Previously defined SMCS
• Adaptivity Models (Narrative Attributes)
• Learning Activity Models
• Learning Resource Repository Search and Selection
  Mechanism

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Narrative Model Logical Diagram
Course Package
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Narrative Builder Example
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Adaptivity Narrative Attributes

• Represent Elements of Adaptivity
• Contains 2 parts
• Adaptive Axes
• High-Level descriptions of adaptivity
• Theory of Knowledge Spaces
• Competencies, Prior Knowledge
• Goals and Objectives
• Learning style Preferences
• Adaptive Techniques
• Low-Level Techniques used by Adaptive Axes
• Adaptive Presentation
• Learning Object Inclusion/Exclusion,
  Stretch-text, Color Schemes, etc.
• Adaptive Navigation
• Link Hiding, Link Sorting, Link Removing, etc.
• Service description parameters and outputs
• competencies required to learn something and the
  competencies gained by learning that something
• Used to describe the behavior of a Narrative
  Concept
• Associate NA with NC
• Applied to make a non-adaptive course adaptive

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Adaptive Course Verification

• Ability to test the adaptive course semantics
• Learner Model Schema
• Tutor Model Schema
• Adaptive Course Structure Overview

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Course Verification Output
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Related Work

• Building Course with Pedagogy
• REDEEM
• Building Short Course with Learning Activities
• LAMS
• Authoring AH
• LAOS, LAG, MOT
• Similarities
• Building Learning Activities
• Domain Model
• Adaptation Model

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Conclusions

• Pedagogy is Fundamental to the Succes of Adaptive
  eLearning
• Empower the Teacher/Course Developer
• Promotes a Blended Learning/Teacher Approach
• Adaptive eLearning is a mixture of
• Pedagogy
• Domain Knowledge
• Learning Activities
• Content
• Adaptivity
• ACCT Trials
• Phase 1 Usability of ACCT (Subject Matter
  Experts, Technical Experts, Pedagogical/Instructio
  nal Designers, Teachers)
• Phase 2 Produced Adaptive Course Effectiveness
  (Student Trials)
• Carried out in Centre for Learning Technologies
  (Trinity College) and IT Innovation Centre (Intel
  Ireland)

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Thank You!

• Declan Dagger
• Knowledge and Data Engineering Group (KDEG)
• Trinity College Dublin
• http//www.cs.tcd.ie/Declan.Dagger
• Declan.Dagger_at_cs.tcd.ie