1. Zagreb, September 20041 AHyCo: an Approach to a Web-Based Learning and Testing System Nataša Hoić-Božić, natasa.hoic@ri.htnet.hr Faculty of Philosophy, University of Rijeka Vedran Mornar vedran.mornar@fer.hr Faculty of Electrical Engineering and Computing, University of Zagreb 4 th Workshop “Software Engineering Education and Reverse Engineering” Zagreb 5 – 12 September 2004

2. Zagreb, September 20042 Introduction Enhancing traditional computer-aided education by using the hypermedia paradigm Web-based hypermedia system in education Advantages:  More activity from students  Improve student’s motivation  Easier learning Disadvantage:  “Get lost in hyperspace” problem

3. Zagreb, September 20043 Adaptive hypermedia system  Adaptive hypermedia system (AHS): Hypermedia (or hypertext) system User model Adapting the hypermedia content by using the user model  Adaptive presentation and adaptive navigation support  Most important shortcoming: authoring component

4. Zagreb, September 20044 Structure of AHyCo AHS AHyCo - Adaptive Hypermedia Courseware Web-based adaptive educational hypermedia system Authoring environment and Web-based learning environment Adaptive navigation support and lessons sequencing

5. Zagreb, September 20045 Model of AHyCo system Model consists of:  Domain model (DM) - the structure of learning domain  Student model (SM) - student's knowledge of the learning concepts  Adaptation model (AM) - rules for adaptation DOMAIN MODEL STUDENT MODEL ADAPTATION MODEL HYPERMEDIA COMPONENT & USER INTERFACE USER

6. Zagreb, September 20046 Domain model DM describes the structure of the learning domain Two-level structure: 1. Graph of concepts (lessons C i and tests T j ) 2. Graph of modules M k  course Suitable for storing learning materials from different areas (computer science, mathematics, medicine, art, etc.) Concept-oriented structure of the knowledge

7. Zagreb, September 20047 Concepts from domain model Concepts - elementary pieces of knowledge for the given domain Links - prerequisite relationships  between concepts or modules  C i  C j - “concept C i should be learned before concept C j " Two types of concepts:  Lessons C i  Tests T j

8. Zagreb, September 20048 Concept - lesson C i Presents the subject matter, introduces new learning concepts, presents examples,... Definition of lesson C i includes:  Set of multimedia fragments that represent the content of the lesson (text and graphics, sound, animation, video)  Set of prerequisite concepts  Set of questions Q i related to the lesson  Weight of the lesson wc i  Minimum acceptable knowledge level for MYCIN model lMy i

9. Zagreb, September 20049 Concept - test T j Test contains the questions about the domain lessons Definition of test T j includes:  Set of prerequisite lessons, PT j : T j will contain the questions related to lessons from PT j  Total number of questions n j  Set of configuration rules N j that specify how many questions for each lesson C i should be placed into the test

10. Zagreb, September 200410 Questions Multiple-choice single/multiple answer questions related to the lesson  Stem - a set of hypermedia fragments  Set of offered answers  Index of the correct answer  Weight of the question q Two kinds of questions:  Hypermedia questions  Parameterized questions

11. Zagreb, September 200411 Module Related concepts are grouped into modules M k Easier navigation through the learning material Definition of module M k includes:  Set of concepts  Set of prerequisite modules  Minimum acceptable knowledge for module lm k

12. Zagreb, September 200412 The course student has enrolled Directed graph of modules or course An example of a courseware with 4 modules

13. Zagreb, September 200413 SM represents the student's knowledge of the learning concepts two-level overlay model 2. modules M k km k - student’s knowledge value km k =  k j * wc j Student model and testing 1. lessons C i r i - estimate about the student’s reading k i - student’s knowledge of the concept C i (MYCIN)

14. Zagreb, September 200414 Adaptation model AM describes the rules for adaptive navigation: “pedagogical rules” Classification of the concepts:  completely recommended concepts  recomended concepts  learned concepts  not recommended concepts  concepts for repetition Adaptive annotation technique: various colours for each concept types

15. Zagreb, September 200415 Adaptive navigation Navigation within the module  Traversing of a directed graph following the suggested hyperlinks Navigation between the modules  Tests or quizzes T j to check the students’ knowledge  When student reaches the marginal knowledge level km k, hyperlinks to other modules become active  Student could proceed to the next module

16. Zagreb, September 200416 Components of AHyCo System components: 1. Microsoft SQL Server 2000 database 2. Microsoft Access forms - interface for authors 3. Midle-tier component - communication between Web application and database 4. Microsoft ASP.NET C# Web application - learning environment

17. Zagreb, September 200417 Authoring component Microsoft Access forms as an interface for authors to the MS SQL 2000 database Microsoft Access forms Main steps in the process of authoring: 1. Creating hypermedia lessons 2. Creating questions 3. Designing tests 4. Creating module 5. Creating graph of concepts 6. Creating course

18. Zagreb, September 200418 Example: Creating hypermedia lesson Lessons as Word objects in database and sets of HTML documents

19. Zagreb, September 200419 Example: Creating parameterized question

20. Zagreb, September 200420 Example: Creating graph of concepts Graph based on prerequisite relationships between the concepts

21. Zagreb, September 200421 AHyCo learning environment http://ahyco.fer.hr http://localhost/ahyco

22. Zagreb, September 200422 Example: Web page with lesson

23. Zagreb, September 200423 Example: Web page with question

24. Zagreb, September 200424 Future plans Evaluation of the learning environment  Structuring and preparing the courseware for several courses on FER and FFRI Further development of the testing environment  Adding more question types  Incorporating the problem questions Further development of the authoring environment  Verification with the teachers