Maurice Hendrix, Alexandra I. Cristea

1
Adaptation languages for learning the CAM
meta-model

• Maurice Hendrix, Alexandra I. Cristea
• A3H _at_ EC-TEL 2009
• maurice, acristea_at_dcs.warwick.ac.uk

2
Outline

• Why personalisation?
• Adaptive Hypermedia (AH)
• Course creation (authoring) by non-technical
  users
• Proposed solution
• Conclusions and further work

3
Why personalisation?

• Students benefit from personalised attention
• Teachers are unable to provide this for every
  student
• Systems that can offer this could improve the
  learning outcomes

4
Adaptive Hypermedia

• Hypermedia
• Set of nodes and links, e.g. web page
• Adaptive
• What to adapt presentation, navigation
• What to adapt to user (e.g. preference,
  knowledge), environment (e.g. device, connection)
• Can deliver personalised attention
• Has potential to improve learning outcome

5
Course creation (authoring) by non-technical users

• AH course creation is more complex, involves
  writing adaptation strategy
• Trade off between expressivity and ease of use by
  teachers crucial for success of AH
• Re-usability often limited

6
Solutions up to now

• System specific (XML) formats
• Graph based e.g. AHA! Graph author, without
  separation into layers (conceptual domain,
  adaptation strategy, course)
• Layers based e.g. MOT with LAG. But based on tree
  structure.

7
Proposed solutionConceptual Adaptation Model

• Graph based (hypermedia are nodes and links)
• Concept Adaptation Model (CAM0 .. CAMN)
• Domain model
• Concept Relation Types
• User Model

8
Implications for Adaptation Languages

• Visual language for DM, (CRT) and CAM
• XML language for internal repr. DM, CRT, CAM
• Export language package CAM

9
Visual language
DM visual language
10
Visual language
CAM visual language
11
XML language

• Common header, with name, description, creation
  date and date last updated
• DM IMS-VDEX based
• CRT UM variables in use, constraints on
  combining CRTs, adaptive behaviour in adaptation
  language
• CAM contains DM and CRT and instantiation or
  CRTs with Concepts from DM

12
CAM based authoring tool
13
Conclusions and further work

• Presented a novel model and tool for authoring of
  AH that could help realise potential for learning
• The evaluation to gather usability and user
  acceptance data via a standard SUS usability test
  and a more extensive formative evaluation
• Want to participate in evaluation?
• maurice_at_dcs.warwick.ac.uk