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
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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

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

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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

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Index

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

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General Course Structure
 
MyET
AIMS
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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

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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

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

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Concept mapping

• Concepts pieces w. independent semantics

concept hierarchy

composite concepts
atomic concepts
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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 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

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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)

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Resulting layers
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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.

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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 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

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Index

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

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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