1. An Adaptive Course on Template-based Adaptive Hypermedia Design Félix Muñoz, Alvaro Ortigosa Universidad Autónoma de Madrid alvaro.ortigosa@uam.es

2. Alvaro Ortigosa – Universidad Autonoma de Madrid AEH in Secondary schools Conclusions from previous experiments: The use of technology helps to get student interest in classrooms. Students using adaptive course performed better than non-adaptive course users. Mean difference between tests: 1.63 Vs 0.33 Students with previous knowledge obtained more benefits from the adaptive course

3. Alvaro Ortigosa – Universidad Autonoma de Madrid Secondary school teachers Context: training course for teachers Designing multimedia material using new technologies Teachers were instructed about AEH concepts Creation of adaptive course using the TANGOW system Teaching Tasks and Rules

4. Alvaro Ortigosa – Universidad Autonoma de Madrid Creating their own courses Afterwards, each one was asked to design a course about her subject 1. To describe which aspects of the course would be adapted 2. To specify the relevant features of the user model 3. To design an structure of tasks and subtasks

5. Alvaro Ortigosa – Universidad Autonoma de Madrid Creating their own courses Afterwards, each one was asked to design a course about her subject To describe which aspects of the course would be adapted To specify the relevant features of the user model To design an structure of tasks and subtasks

6. Alvaro Ortigosa – Universidad Autonoma de Madrid Perceived need Each teacher should be guided according to her: Previous knowledge Adaptive technology – User models TANGOW model Goals Which students features will be used for adaptation? Solution: adaptive tutorial

7. Alvaro Ortigosa – Universidad Autonoma de Madrid Adaptive tutorial: options DimensionPossible values Teacher previous knowledgeNovice, Medium, Advanced Student knowledge levelsOne, Two, or Three levels Student languagesOne language, Two languages Student learning stylesNone, One, Two, Three, Four dimensions Pedagogical strategyTheory before examples, Examples before theory Course modeCourse, Reference ExercisesYes, No

8. Alvaro Ortigosa – Universidad Autonoma de Madrid Adaptive tutorial: selected structure Predefined structure Student knowledge levels: Three levels Student learning styles: Two dimensions

9. Alvaro Ortigosa – Universidad Autonoma de Madrid Adaptive tutorial: editing the template

10. Alvaro Ortigosa – Universidad Autonoma de Madrid Results with the adaptive tutorial A new case of study was developed with a new group of teachers All the teachers were able to design and implement an adaptive course. At least a first version. Some teachers were able to go beyond the suggestions of the tutorial, by adding their own rules to the proposed structure.

11. Alvaro Ortigosa – Universidad Autonoma de Madrid Conclusions AH creation must be made easier. AH is useful to assist teachers on the design of AH courses. Analysis of the structure generated according to their own needs provided teachers with more insight about AH design. Set of fixed dimensions seems to provide good support. From the results, it is not clear that new dimensions should be supported

12. Alvaro Ortigosa – Universidad Autonoma de Madrid Future Work Carrying out further study cases in order to gain more insight on the suitability of the current dimension set. Developing a new version of the tutorial, able to generate templates according to the users selected dimensions Set of dimensions will be variable. Working on the reuse of previous experiences and knowledge: Patterns Use cases …

13. Alvaro Ortigosa – Universidad Autonoma de Madrid Thank you! Questions? Outline AEH technology proved useful in secondary school context. But the technology seems too complicated for teachers Adaptation techniques can be used also for supporting teachers Adaptive tutorial helps to select and instantiate adaptive template