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/ faculty of mathematics and informatics TU/e eindhoven university of technology 1 Adaptive Authoring of Adaptive Educational Hypermedia Alexandra Cristea.

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Presentation on theme: "/ faculty of mathematics and informatics TU/e eindhoven university of technology 1 Adaptive Authoring of Adaptive Educational Hypermedia Alexandra Cristea."— Presentation transcript:

1 / faculty of mathematics and informatics TU/e eindhoven university of technology 1 Adaptive Authoring of Adaptive Educational Hypermedia Alexandra Cristea & Lora Aroyo Databases & Hypermedia Group, Department of Informatics AH’02: May 29-31, 2002, Malaga

2 / faculty of mathematics and informatics TU/e eindhoven university of technology 2 Keywords Ontology Collaboration Cooperation Adaptivity Adaptability Web-based courseware ODL C2C2 A2A2

3 / faculty of mathematics and informatics TU/e eindhoven university of technology 3 Index Background, Motivation and Ideas AIMS & MyET Concept Mapping Approach to Adaptive Authoring Conclusion & Future research

4 / faculty of mathematics and informatics TU/e eindhoven university of technology 4 Index Background, Motivation and Ideas AIMS & MyET Concept Mapping Approach to Adaptive Authoring Conclusion & Future research

5 / faculty of mathematics and informatics TU/e eindhoven university of technology 5 Course authoring requirements 1.designing course contents alternatives, 2.adaptation techniques & ultimately, 3.whole user-interaction mechanism  adaptive courseware authoring tools should offer tuneable complexity & automatic authoring tasks

6 / faculty of mathematics and informatics TU/e eindhoven university of technology 6 Index Background, Motivation and Ideas MyET & AIMS Concept Mapping Approach to Adaptive Authoring Conclusion & Future research

7 / faculty of mathematics and informatics TU/e eindhoven university of technology 7 General Course Structure AIMS MyET Teacher-name COURSE: AUDIO FILMS PICTURES LESSONINSTRUCTOR: DOMAIN: TOPIC-1: EXERCISES conclusion keywordsMAIN-TEXT: title TEXTS explanation pattern TASK-1-1:  TEXT(s) TEXT1 TEXT2 exercise1 keywords pattern TASK-1-N:  TEXT(s)

8 / faculty of mathematics and informatics TU/e eindhoven university of technology 8 Text presentation & structure smallest block / object in course structure MyETMyET:  text also has body & obligatory attrs: – short title, keywords, explanation, patterns to learn, conclusion & exercises. (for search & retrieval) AIMSAIMS: 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

9 / faculty of mathematics and informatics TU/e eindhoven university of technology 9 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.

10 / faculty of mathematics and informatics TU/e eindhoven university of technology 10 Index Background, Motivation and Ideas AIMS & MyET Concept Mapping Approach to Adaptive Authoring Conclusion & Future research

11 / faculty of mathematics and informatics TU/e eindhoven university of technology 11 Concept mapping Concepts = pieces w. independent semantics atomic concepts composite concepts concept hierarchy …

12 / faculty of mathematics and informatics TU/e eindhoven university of technology 12 Lesson map

13 / faculty of mathematics and informatics TU/e eindhoven university of technology 13 Lesson Adaptation

14 / faculty of mathematics and informatics TU/e eindhoven university of technology 14 Concept Editing Traditional Order

15 / faculty of mathematics and informatics TU/e eindhoven university of technology 15 Concept Editing: Traditional Order 1.write sequential course text +/- multimedia 2.divide & organize content into concept structure a)concept hierarchy : concepts, sub-concepts & atomic c. b)fill-in main concepts attr.s (name, content, etc.) 3.add adaptive features a)rule-base, importance coefficients, weights, b)generating lesson map/sequence 4.define items to display & conditions generate new attributes return to 3 for refined granulation 5.create lesson maps

16 / faculty of mathematics and informatics TU/e eindhoven university of technology 16 Direct Concept editing 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)

17 / faculty of mathematics and informatics TU/e eindhoven university of technology 17 Resulting layers

18 / faculty of mathematics and informatics TU/e eindhoven university of technology 18 1 st layer: conceptual layer 1.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) 2.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.

19 / faculty of mathematics and informatics TU/e eindhoven university of technology 19 2 nd 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

20 / faculty of mathematics and informatics TU/e eindhoven university of technology 20 3 rd layer 1.(UM - based) adaptation engine sub-layer: specifies what should be presented when (conditions sets). 2.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

21 / faculty of mathematics and informatics TU/e eindhoven university of technology 21 Index Background, Motivation and Ideas AIMS & MyET Concept Mapping Approach to Adaptive Authoring Conclusion & Future research

22 / faculty of mathematics and informatics TU/e eindhoven university of technology 22 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

23 / faculty of mathematics and informatics TU/e eindhoven university of technology 23 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


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