6/25/ JSEE templates and models Todorka Glushkova, University of Plovdiv, Bulgaria,

2 6/25/2015 Introduction The creation of e-Learning systems requires delivery of related instructional resources and services for each concrete user; support of just-in- time, in the workplace, customized access to resources in result to appreciated necessity. This goal demands using of mechanisms for adaptation and synchronization between the main models of the system -User model; Domain model; Goal&Task model; Pedagogical model, Service model etc.

3 6/25/2015 Introduction The parameterization of the basic templates from the Best Practice Guide allows us to create different variants of the SE e-lectures in accordance with didactic aims and tasks; The change of the abstract level in the templates and models allows for generation of different levels of e- content: lessons, modules, courses, packages. Communication between authors and the system for determination of the values of parameters allows the system to generate dynamically the concrete model of e- content. The aim of this report is to present an adaptation method by using of SCORM-based parameterized templates for structuring and process of e-Learning SE course.

4 6/25/2015 Adaptation model We can consider three levels of the model: Elementary level (EAL) – adaptation to static user profile information, type of the devices for access to the e-learning portal (mobile or static), etc. For realization of this adaptation level we use stereotypes, the CC/PP protocol, and mechanisms for realization of the mobile services. Adaptive level (AL) – this level is connected with mechanisms for presentation of more appropriate learning materials for every student, according to his knowledge background, personal aims, interests and ambitions. This adaptation can be realized on base of log- information for interactions between this user and LMS and the set of condition-action rules, created by author of e-content.

5 6/25/2015 Adaptation model  Dynamic adaptable level (DAL) – The adaptation of this level is connected with dynamic interaction between user and the system. After generation of e-Lecture with appropriate for him learning resources, the LMS starts the individual training process as sequencing of actions that the learner must to accomplish. In dependence of his actions and behaviors when he interact with LMS, and on base of stored information from passed e-learning sessions, the system dynamically adapt themselves to changed characteristics of the environment and generates new condition-action rules for continuing of the training process.

6 6/25/2015 The abstract adaptive model student User’s aims User’s knowledge Stereotype and profile information SELBO Templates and models Lecturer SE - ontology Templates LMS SE- lectures Learning activities Template with lecture structure

7 6/25/2015 Adaptation by SCORM templates One way for adaptation of the system to basic models is using of SCORM- based templates, that support content structure of the e-lectures (CAM); prepared for real learning process rules, that ensure more suitable learning process for every student (S&N) and synchronize student’s behaviors, preferences and actions with LMS(RTE). The e-Lessons structure and the sequencing of activities for every student will be specific, according to static profile and stereotype information. It will adapt to individual aims, interest and ambitions; to knowledge background; to user’s behaviors and interactions with LMS etc.

8 6/25/2015 Adaptation by SCORM templates The choice of more appropriate templates, which ensure application of preliminary didactic aims and tasks in the training process, is critical for the adaptation model. The author of e-learning content defines values of parameters by dialog with his personal agent and the system dynamically generates an instance of a concrete template. For example the values of the parameters in e-lecture “Introduction to Software Engineering” could be next:  Number_of_SCOs=9;  Has__pre_test=”yes”;  Has_post_test=”yes”;  (OBJ_n,1);  (SCO_n,pattern_2(0,no)), 2<n<10;  Set(SCO-1(Asset-k); OBJ-k), 1<k<9;  Read(SCO-k+1, OBJ-k), 1<k<9;

9 6/25/2015 OBJ -1 OBJ-5OBJ-2OBJ-4OBJ-3OBJ-6OBJ-7OBJ-8OBJ-9

6/25/ Obj2 Obj1Obj3

11 6/25/2015 The conceptual multilayered adaptation model of the DeLC e-learning system describes the interactions between different models. Every topic is connected with a set of concepts from relevant domain ontology. In a technical point of view, every concept is connected with one or more SCORM-based learning resources (SCOs), which are stored in a special on-line Content repository. The SCOs are transmitted in the relevant pattern – apart from the Pedagogical model. The pattern is defined by the author of the e- lecture, according to concrete educational aims. The adaptation process results in specific actions that are managed from the LMS. According to the student’s behaviors we create specific rules and via the Objective mechanism of SCORM RTE, the LMS manages the level of realization of the pedagogical aims. The results of the adaptive process are a set of individual student activities and a personalized training path. Conclusions