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Adaptive Authoring of Adaptive Educational Hypermedia

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... of Adaptive Educational Hypermedia. Alexandra Cristea & Lora Aroyo. Databases & Hypermedia Group, Department of Informatics. AH'02: May 29-31, 2002, Malaga ... – PowerPoint PPT presentation

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Title: Adaptive Authoring of Adaptive Educational Hypermedia


1
Adaptive Authoring of Adaptive Educational
Hypermedia
Databases Hypermedia Group, Department of
Informatics
  • Alexandra Cristea Lora Aroyo

AH02 May 29-31, 2002, Malaga
2
Keywords
  • Ontology
  • Collaboration
  • Cooperation
  • Adaptivity
  • Adaptability
  • Web-based courseware
  • ODL

C2
A2
3
Index
  • Background, Motivation and Ideas
  • AIMS MyET
  • Concept Mapping Approach to Adaptive Authoring
  • Conclusion Future research

4
Index
  • Background, Motivation and Ideas
  • AIMS MyET
  • Concept Mapping Approach to Adaptive Authoring
  • Conclusion Future research

5
Course authoring requirements
  • designing course contents alternatives,
  • adaptation techniques ultimately,
  • whole user-interaction mechanism
  • adaptive courseware authoring tools should offer
    tuneable complexity automatic authoring tasks

6
Index
  • Background, Motivation and Ideas
  • MyET AIMS
  • Concept Mapping Approach to Adaptive Authoring
  • Conclusion Future research

7
General Course Structure
 
MyET
AIMS
8
Text presentation structure
  • smallest block / object in course structure
  • MyET ? text also has body obligatory attrs
  • short title, keywords, explanation, patterns to
    learn, conclusion exercises. (for search
    retrieval)
  • AIMS 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

9
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.

10
Index
  • Background, Motivation and Ideas
  • AIMS MyET
  • Concept Mapping Approach to Adaptive Authoring
  • Conclusion Future research

11
Concept mapping
  • Concepts pieces w. independent semantics

concept hierarchy

composite concepts
atomic concepts
12
Lesson map
13
Lesson Adaptation
14
Concept Editing Traditional Order
15
Concept Editing Traditional Order
  • write sequential course text /- multimedia
  • divide organize content into concept structure
  • concept hierarchy concepts, sub-concepts
    atomic c.
  • fill-in main concepts attr.s (name, content,
    etc.)
  • add adaptive features
  • rule-base, importance coefficients, weights,
  • generating lesson map/sequence
  • define items to display conditions
  • generate new attributes
  • return to 3 for refined granulation
  • create lesson maps

16
Non-traditional authoring Direct Concept 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)

17
Resulting layers
18
1st layer conceptual layer
  • 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)
  • 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.

19
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

20
3rd layer
  • (UM - based) adaptation engine sub-layer
    specifies what should be presented when
    (conditions sets).
  • 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

21
Index
  • Background, Motivation and Ideas
  • AIMS MyET
  • Concept Mapping Approach to Adaptive Authoring
  • Conclusion Future research

22
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

23
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
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