1. / faculty of mathematics and computer science TU/e eindhoven university of technology 1 MOT Adaptive Course Authoring: My Online Teacher Alexandra Cristea USI intensive course “Adaptive Systems” April-May 2003

2. / faculty of mathematics and computer science TU/e eindhoven university of technology 2 Index Adaptive courseware in telecom. framework: Desires & Problems AdaptiveSolution: Adaptive Authoring tool for AH course LAOS & MOT MOT goals Implementation automation Conclusion & contact info

3. / faculty of mathematics and computer science TU/e eindhoven university of technology 3 Adaptive Courseware in a Telecommunication Framework Internet: –widest telecommunication network –enormous source of fast information –strive to use it in education: paradigms: life-long learning learning at ones own pace, at ones favorite time and location, etc. Web authoring: –‘by-hand’ into HTML, XML, GIF, JPG, Flash, etc. –w. authoring tools: WCB, Topclass, WebCT, CyberProf, Instructional Toolkit, Blackboard.

4. / faculty of mathematics and computer science TU/e eindhoven university of technology 4 Desires & Problems Internet power + ‘human touch’ of classroom: 2 ways: – on-line collaboration or –combination of ITS & AH tech. for user customization Ideally: combination of above –(special focus: pedagogical validity of choices + comb.) Problems: –tools ? –from scratch ?

5. / faculty of mathematics and computer science TU/e eindhoven university of technology 5 Adaptive hypermedia course AH course = hypermedia system to be used by student to learn about a subjects via, e.g., a web browser. UMbasic feature: tries to interpret students’ current knowledge (+ student parameters & characteristics) to adapt itself to his learning needs. UM Ideally: no need for a human teacher!! Student can: –choose topics s/he wants to learn about, ask for more info or solve exercises. Depending on student actions (pages visited, results of tests) course transparently adapts to the student’s needs.

6. / faculty of mathematics and computer science TU/e eindhoven university of technology 6 Adaptive telecommunication courses In adaptive on-line telecommunication-based courseware, adaptivity & adaptation are reflected in the different presentation ways and orders in which the study material can be delivered to the different students (+ delivery module). Simplifying, one can say that the more alternatives there are, the higher the potential adaptation degree will be. However, this creation of multiple alternatives can be extremely time- consuming

7. / faculty of mathematics and computer science TU/e eindhoven university of technology 7 The five level AHS authoring model. MOT InterfaceAHA! Goal & constraints model (~lesson) Domain model + autom. generation

8. / faculty of mathematics and computer science TU/e eindhoven university of technology 8 Layered approach MOT

9. / faculty of mathematics and computer science TU/e eindhoven university of technology 9 Goals of MOT first main steps of creation of adaptive lesson design systems: 1. tool for manipulating concept maps. 2. tool for constructing lessons based on CM. 3. method for calculating correspondence weights between concept attributes.

10. / faculty of mathematics and computer science TU/e eindhoven university of technology 10 Initial DB design Goal: structure that allows: –constructing complete concept maps (conceptual hierarchical level) & lessons (lesson level), and store results in db. system user = teacher: –composes lessons based on concepts from CM; constructs CM, or uses existing one. Db: 2 parts: –concept domain, –course (or lesson hierarchy) –connected by rel. between C-Attribute (concept attribute) and L-Attribute (lesson attribute).

11. / faculty of mathematics and computer science TU/e eindhoven university of technology 11 Fig. 1. Initial ER-diagram

12. / faculty of mathematics and computer science TU/e eindhoven university of technology 12 Extended ER-diagram

13. / faculty of mathematics and computer science TU/e eindhoven university of technology 13 The implemented CM: screenshots

14. / faculty of mathematics and computer science TU/e eindhoven university of technology 14

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16. / faculty of mathematics and computer science TU/e eindhoven university of technology 16 Transformation from CM into Lesson

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20. / faculty of mathematics and computer science TU/e eindhoven university of technology 20 Relatedness relation generation here, concept attributes = related if  common topic (shared keywords at different attribute levels, e.g.: [text]-[keywords], [keywords]-[introduction], etc). relation type: at concept level. –‘relatedness relations’ shows existence of rel. between concepts. –If induced from attribute level: automatically attribute name = semantic label for rsp. relatedness relation. (label can be later changed by teacher). We enhance authoring support & increase automatic course generation without restricting flexibility of final product and teacher decision power.

21. / faculty of mathematics and computer science TU/e eindhoven university of technology 21 Automatic linking = main issue in automatic adaptation system expected to support teacher in creating & evaluating relatedness relations by calculating correspondence weights between pairs of concepts. computing links: symbolic, sub-symbolic. Here: no. of occurrences of keywords of one concept in attribute contents of the other concept.

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25. / faculty of mathematics and computer science TU/e eindhoven university of technology 25 Conclusion we presented, in context of tele-communication in education, MOT, a tool for creating adaptive courseware, developed at the Technical University of Eindhoven. tele-communication in education contains 2 major parts: –tele-learning – the environment is made to be used via Internet, from remote sites as well as close sites; –tele-creation – remote creation via Internet browser.

26. / faculty of mathematics and computer science TU/e eindhoven university of technology 26 Discussion teacher & student environment to be used on- line, remotely (tele-creation & tele-learning). possible in MOT (but also stand-alone).

27. / faculty of mathematics and computer science TU/e eindhoven university of technology 27 drawbacks stand-alone: authoring environment: –multi-modality: created by 1 author alone (or previously via tele-collaboration + exported to student). = opposed to multiple authors collaborating towards a common / different goals. student p.o.v.: –speed. –depending on UM, features adapting to group behavior & standard behaviorist templates cannot be translated.

28. / faculty of mathematics and computer science TU/e eindhoven university of technology 28 Web Site(s): MOT03:MOT03: http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/ http://wwwis.win.tue.nl/~alex/http://wwwis.win.tue.nl/~alex/ http://cheetah.win.tue.nl/MOT03/http://cheetah.win.tue.nl/MOT03/