Considerations on LAOS, LAG and their integration in MOT

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Considerations on LAOS, LAG and their integration
in MOT

• Alexandra Cristea and Kinshuk
• a.i.cristea_at_tue.nl, kinshuk_at_massey.ac.nz
• http//wwwis.win.tue.nl/alex/

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Overview

• Motivation goals answers
• LAOS
• LAG
• Computer Education
• AH
• ESC
• AM Extensions
• UM Extensions
• Conclusions

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Goals

• a general data storage manipulation model for
  adaptive response
• extending AHAM
• an authoring tool for adaptive hypermedia
• to instantiate the model

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Answers

• general data storage manipulation model for
  adaptation
• authoring tool for AH

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• What is LAOS?

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What is LAOS ?

• a generalized model for generic adaptive
  hypermedia authoring
• based on the AHAM model
• based on concept maps
• http//wwwis.win.tue.nl/alex/HTML/Minerva/papers/
  WWW03-cristea-mooij.doc

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LAOS components

• domain model (DM),
• goal and constraints model (GM),
• user model (UM),
• adaptation model (AM) and
• presentation model (PM)

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Why LAOS?
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General motivation for layer distributed
information

• Flexibility
• Expressivity (semantics also meta-data)
• Reusability
• Non-redundancy
• Cooperation
• Standardization

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• What is LAG?

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What is LAG ?

• a generalized adaptation model for generic
  adaptive hypermedia authoring
• First paper http//wwwis.win.tue.nl/alex/Confere
  nces/02/AH02/calvi-cristea-final-w-header-ah2002.p
  df
• Second (referring) paper http//wwwis.win.tue.nl/
  alex/Conferences/02/ELEARN02/Cristea-Adaptation-A
  daptability.pdf
• Third paper http//wwwis.win.tue.nl/alex/HTML/Mi
  nerva/papers/UM03-cristea-calvi-accepted.doc

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Adaptation granularity

• lowest level direct adaptation techniques
• adaptive navigation support adaptive
  presentation (Brusilovsky 1996), implem. AHA!
  expressed in AHAM syntax
• techniques usually based on threshold
  computations of variable-value pairs.
• medium level more goal / domain-oriented
  adaptation techniques
• based on a higher level language that embraces
  primitive low level adaptation techniques
  (wrapper)
• new techniques adaptation language (Calvi
  Cristea 2002),
• high level adaptation strategies
• wrapping layers above
• goal-oriented

Adaptation Assembly language
Adaptation Programming language
Adaptation Function calls
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Why LAG?
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Motivation LAG

• Authoring with different complexity degrees
  (beginner authors vs. advanced)
• Re-usage at each level
• Better semantics
• standardization

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LAOS LAG together
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LAOS
LAG
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• Now lets look how this models provide for the
  demands from the educational domain!

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Education on computers

• know-how (constituent of domain competence), is
  most suitable for computer-based learning
  Kinshuk (2002)
• learning know-how easier .. from making
  mistakes
• other domain competence constituents
• sum of domain knowledge and skills (cognitive
  and physical)
• know-how, know-why, know-when, know-what and
  know-about
• complements know-how-not, know-why-not,
  know-when-not, know-what-not.

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Classification of adaptation with educational
purposes

• Content based adaptation (multiple representation
  approach)
• Multimedia object selection
• Navigational object selection
• Integration of multimedia objects
• Exploration adaptation (with exploration space
  control - ESC)
• Adaptation to learner model factors

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(Classical) adaptive hypermedia What to adapt?

• Adaptive presentation
• change which information is shown
• change how that information is shown
• Adaptive navigation support
• change which links are shown
• change how these links are shown
• change the link destinations

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(Classical) adaptive hypermedia Adapt to what?

• User ? user model (UM)
• Media ? presentation model (PM)

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Adaptive response
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Exploration space issues
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Exploration operators for ESC
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ESC Control Levels

• Embedding information creating information
  space
• Limiting information sources
• Limiting exploration paths
• Limiting information to be presented (info
  mouthful size)

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AM extensions

• Considerations on operators for ESC guidance
• LAOS AM (medium level adaptation language)
  extension

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Possible AM extensions

• NEXT
• FOCUS
• STUDY
• SKIP

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NEXT

• NEXT(gk) gk1
• between concepts sharing the same father concept
  in GM.

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FOCUS

• on DM determines new conceptual sub-graph (for
  learning),
• equivalent to SPECIALIZE command in LAG
• on GM determines the new learning sub-graph
• equivalent to SPECIALIZE command in LAG

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STUDY

• on DM
• if learning graph in current UM contains all
  prerequisites of a concept in a CM instance GMi,
  then the concept can become the personal study
  curriculum.
• prerequisite (c,j)? k (prerequisite(gk)?
  relevant(gk)) c?CM gk?GMi
• on GM same for GM
• the study operator can turn goal level concepts
  visibility value to true.

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SKIP

• on DM removes the current (set of) domain
  concept(s) and all its sub-concepts.
• on GM removes the current (set of) goal
  concept(s) and all its sub-concepts.

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Extension of UM

• 1. user variables CM their respective values
  (UVM)
• history CM (HM) GM DM overlay model - visited
  attributes concepts extra historical
  variables
• - e.g., a set of date of visit, duration for
  each visit
• future CM (FM) GM DM overlay model -
  attributes concepts to be visited
  (recommended)
• - dynamic map

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Conclusion

• we integrated
• LAOS 5-layer adaptive authoring model for AH
• LAG a 3-layer adaptation model.
• focus implementation of educ. adaptive
  strategies
• corresponding to the highest level in the LAG
  model
• extra extension directions
• new adaptation operators for the adaptation
  language level of LAG - for layers UM AM.
• testing in MOT

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MOT information

• A running version of MOT can be found at
• http//wwwis.win.tue.nl/MOT03/TeachersSite-htm
  l/enter.html
• The current version of MOT can be downloaded at
  http//wwwis.win.tue.nl/alex/HTML/USI/MOT/

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MOT with LAOS, LAG components