Authoring of Adaptive and Adaptable Educational Hypermedia A3EH Course day 4

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Authoring of Adaptive (and Adaptable) Educational
Hypermedia A3EH Course day 4

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

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Outline Theory

• Adaptive Hypermedia of the Past, Present and
  Future
• Example systems and applications
• Authoring for Adaptive Hypermedia
• AH Authoring reference architecture LAOS
• A closer look on adaptation design LAG
• Learning Styles in Adaptive Hypermedia
• Conclusions

3
Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

4
Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

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Sensory preferences treatment

• Adaptive presentations can switch between the
  following styles
• textual (hyper-text)
• visual (image, diagrams, graphs, video,
  slideshows)
• auditory (sounds, streaming audio)
• kinaesthetic views (animations, simulations,
  puzzles)

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Dunn Dunn model
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Sensory preferences in AH

• CS388 (1996)
• Felder-Silverman learning styles model
  global-sequential, visual-verbal,
  sensing-intuitive, inductive-deductive styles
• ARTHUR (1999)
• visual-interactive, auditory-lecture and text
  styles
• MANIC (2000)
• uses a Naïve Bayes Classifier to reason about the
  learners preferences in terms of explanations,
  examples and graphics
• iWeaver (2002)
• Dunn Dunn model the application of a Bayesian
  network is planned to predict and recommend media
  representations to the learner.

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Auditory Interface, iWeaver
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Visual Interface, iWeaver
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Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

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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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• AES-CS (2000)
• Adaptive Educational System base on cognitive
  styles
• http//www.vrc.gr/browse_en/ShowProduct.aspx?id44

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Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

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• CS388 (1996)
• LSAS
• Global or sequential learning style
• http//www.archives.ecs.soton.ac.uk/users/nb99r/in
  tro_short/frame.htm

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Felder-Silverman

• 44 questions at
• http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l
• Index of Learning Styles (1991)
• Richard M. Felder, a chemical engineering
  professor at North Carolina State University,
• Barbara A. Soloman, then the coordinator of
  advising for the N.C. State First-Year College.
• The four learning style dimensions of the
  instrument were adapted from a model developed in
  1987 by Dr. Felder and Linda K. Silverman, an
  educational psychologist then at the University
  of Denver.

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Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

23
Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

24
Learning styles AH

• ARTHUR, iWeaver, MANIC, CS388 sensory
  preferences
• AEC-ES field-dependent (FD) independent (FI)
• LSAS, CS388 global-sequential (Felder-Silverman)
• Tangow sensing-intuitive dimension
  (Felder-Silverman)
• INSPIRE Honey and Mumford model
• etc..

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Selected ModelHoney and Mumford model
Activist I like to have a go and see what happens
Pragmatists I like tried and tested techniques
that are relevant to my problems
Theorist I like to tidy up and reach some
conclusions
Reflector I like to gather information and mull
things over
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Presentation of MOT user guide to verbalizer
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Presentation of MOT user guide to imager
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Presentation for VisualGlobal Learner
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Presentation for VerbalAnalytic Learner
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Outline Theory

• Adaptive Hypermedia of the Past, Present and
  Future
• Example systems and applications
• Authoring for Adaptive Hypermedia
• AH Authoring reference architecture LAOS
• A closer look on adaptation design LAG
• Learning Styles in Adaptive Hypermedia
• Conclusions

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Conclusions shut down Tomcat

• Adaptive Hypermedia is a rapidly developing field
• development demands interdisciplinary efforts.
• Researchers, designers, educationalists, domain
  experts and software engineers must collaborate.
• A common language is needed.
• Instructional practices and theories to be
  reconsidered
• Standardisation efforts should be accelerated
• Evaluation schemes must be developed

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Closing

• Adaptive hypermedia is a powerful tool.
• Please use it wisely!
• Thank you.