Adaptive Course Creation for All

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Adaptive Course Creation for All

• Alexandra Cristea
• a.i.cristea_at_tue.nl
• http//wwwis.win.tue.nl/alex/

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Outline

• Motivation
• Learning styles
• AH elements
• MOT adaptive strategies
• Conclusions

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Motivation

• Personalization in education
• Adaptive hypermedia the answer?
• Authoring AH needs reuse, flexibility

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UM adaptation reuse

• Learning styles adaptation

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Learning styles AH

• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• ARTHUR, iWeaver, MANIC, CS388 sensory pref.
• Tangow sensing-intuitive dim. (Felder-Silverman)
• INSPIRE Kolbs learning styles
• More to come?

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FD vs. FI treatment

• FD learners prefer
• structures,
• social content,
• material relevant to own experience.
• AH systems respond by
• providing navigational support tools (CM, path
  indicator, advanced organizer) adaptive
  navigation support

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FD vs. FI treatment

• FI learners
• perceive analytically,
• make concept distinctions,
• prefer impersonal orientation.
• AH systems respond with
• learner control arbitrary succession of course
  material.
• Sometimes explicit switching between FI FD.

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Sensory preferences treatment

• AH adaptive presentations can switch between
• textual (hyper-text),
• auditory (sounds, streaming audio),
• visual (video, slideshows) or
• kinaesthetic views (animations, simulations,
  puzzles).

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Sensing vs. Intuitive

• Sensing learners like
• learning facts,
• well-established problem-solving methods,
• dislike surprises
• intuitors like
• discovering relationships
• innovation,
• dislike repetition,
• better at grasping new concepts and
• more comfortable with abstractions.

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AH for sensors vs. intuitors

• Select. of appropriate meta-data (concept
  attributes
• example,
• activity,
• theory,
• exercise)
• adaptive presentation

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Kolb scale
diverger (concrete, reflective)
assimilator (abstract, reflective)
reflective
"Why?"
"What?"
Child, Budda, philosopher
Teacher, reviewer
concrete
abstract
Business person
Programmer
active
converger (abstract, active)
accomodator (concrete, active)
"How?"
"What if?"
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AH response Kolb

• different sequences of information adaptive
  navigational support techniques with link
  annotation.

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Ingredients of adaptivity

• providing different learners with different
  presentations of the learning material
  (explanations, theory, exercises, etc.)
• providing different learners with different
  ordering of the material
• Using ingredients in adaptive strategies

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MOT

• My Online Teacher

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Different learners, different presentations
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Different learners, different ordering
ordering reflects the goal of the presentation,
the envisioned audience
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Using ingredients in Adaptive Strategies
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FD strategy
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Kolb diverger
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(Generalize, Specialize)

• DM is concept map with hierarchy

Generalize
Specialize
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Kolb diverger
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Kolb converger
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Kolb converger
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Mechanism for monitoring strategies
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Conclusion MOT

• allows def. of adaptive instructional strategies
  via adaptation language programming interface,
• Reuse is possible and encouraged.
• instructional strategies reflection of learning
  / teaching style or preference

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Download trial

• Download
• http//adaptmot.sourceforge.net/
• Trial
• http//e-learning.dsp.pub.ro/mot/
• http//e-learning.dsp.pub.ro/motadapt/

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2nd International Workshop on Authoring of
Adaptive and Adaptable Educational Hypermedia

• Themes
• Design patterns for educational adaptive
  hypermedia
• Authoring patterns in adaptive/ adaptable
  educational hypermedia
• Authoring Tools for adaptive/ adaptable
  educational hypermedia
• Connecting adaptive educational hypermedia with
  cognitive/learning styles
• Collaborative issues for adaptive/ adaptable
  educational hypermedia
• Adaptation model transformations between adaptive
  educational hypermedia systems
• Evaluation of authoring tools for adaptive
  educational hypermedia
• Evaluation of adaptive educational hypermedia
  design patterns
• Evaluation of adaptive educational hypermedia
  authoring patterns
• http//wwwis.win.tue.nl/acristea/AH04/workshopAH.
  htm