Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/ Personalization in Education Automatic personalization for Educational Sites Alexandra.

Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/
Personalization in Education Automatic personalization for Educational Sites Alexandra Cristea February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

UNESCO IITE sub-regional project for South Eastern Europe
Personalization in Education Automatic personalization for Educational Sites UNESCO IITE sub-regional project for South Eastern Europe Information and Communication Technologies for the Development of Education and the Construction of a Knowledge Society Training seminar Retraining of School Educators on ICT Application in Secondary Education February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Index What is automatic personalization? Why to adapt? (educational benefits) Context What to adapt? Adapt to what? How to adapt - past? Examples Future ? Projects February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

What is automatic personalization?
Automatic personalization for educational sites is means that each student accessing the site sees only what he needs to see right then and there. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Why personalize? Problems with hypermedia applications: navigational freedom: which links are relevant (for this student) ? comprehension: what has the student seen before when reaching a certain node? presentation: what fits the student’s screen? how much network bandwidth and processing power is available? February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

The need for personalization
The non-linear nature of hypertext environments offers opportunities as well as certain difficulties for the users. The reader constantly makes a decision about where to go next. It is quite easy for him to lose orientation. Hypertext also has comprehension problem, it provides the same information in the same way to users without considering their features while users with different goals may be interested in different information. They also may want navigate along different paths depending on their goals and prior knowledge. For example, this is especially important in educational systems to make sure that learner sees those content relevant to his/her learning goals. These considerations explain the need in some way to provide an individual approach for different users. Adaptive hypermedia is a solution to solve this problem the problems of hypertext. It is hypertext (or hypermedia) adapted to users’ features. Adaptive hypermedia is a relatively new direction of research on the crossroad of hypermedia and user modeling. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Why personalize? Opportunities with personalization: guide student towards relevant information (users can reach relevant information more easily and more quickly) make sure student can understand the presented information change the presentation so that it fits the student’s platform and environment February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Application areas AH Many application areas thus very different systems? Educational hypermedia (course texts) On-line information systems On-line help systems Information retrieval hypermedia Institutional (or corporate) hypermedia Personalized views February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Main organizations IEEE LTSC (Learning Technology Standards Committee, European CEN/ISSS Learning Technologies Workshop, The IMS (Instructional Management Systems, Global Learning Consortium Inc, The US ADLnet (Advanced Distributed Learning Network, CETIS (Centre for Educational Technology Interoperability Standards) AICC (Aviation Industry CBT Committee) ARIADNE (Alliance of Remote Instructional Authoring and Distribution Networks for Europe) Edutella ( The latest version of SCORM (v1.2) references the use of the IMS Content Packaging specification v1.1.2 and the IMS Learning Resource Meta-data specification v1.2. Other IMS specifications may be included in future versions of SCORM, including: IMS Question & Test Interoperability, Learner Information Package, and Simple Sequencing specifications. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Index What is automatic personalization? Why to adapt? (educational benefits) Context What to adapt? Adapt to what? How to adapt - past? Examples Projects February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

What to adapt? Educational sites – Or: Hypermedia February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Hypermedia information supported by different media and structured according to the hypertext principle. hypertext + multimedia February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Multimedia more than one media can be used e.g., video, sound and text, interactive application February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Hypertext classical text - articulated info: introduction, augmentation, conclusion. Hypertext: allows access to different info in a non-linear way. Hypertext = nodes + links. nodes (pages): textual info links: allow the user to activate other pages. Hypertext signifies the logic structure, the organizing principle behind the architecture. Hypertext is an enhanced version of text by classical definition. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Back to hypermedia “ In Hypermedia every piece of information can be, at the same time, center and periphery, introduction and conclusion, important and unimportant according to the knowledge, interests and navigational choices operated by the user.” Hypermedia differs from hypertext in the nodes contents: not only text data, but also multimedia data. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Traditional Hypermedia
Document2 Text … Pictures Link1 Document1 Text … Pictures Link1 Link2 Document3 Text … Pictures February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptation on Trad. Hypermedia
Document2 Text … Pictures Link1 Show text document 1 Document1 Text … Pictures Link1 Link2 Document3 Text … Pictures February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Document2 Text … Pictures Link1 Don’t show text document 1 Document1 Text … Pictures Link1 Link2 Document3 Text … Pictures February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Document2 Text … Pictures Link1 Show link(s) document 1 Document1 Text … Pictures Link1 Link2 Document3 Text … Pictures February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Document2 Text … Pictures Link1 Don’t show link(s) document 1 Document1 Text … Pictures Link1 Link2 Document3 Text … Pictures February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

What can be adapted? – classical views
Adaptive presentation: change which information is shown change how that information is shown Adaptive navigation support: change which links are shown change how these links are shown change the link destinations February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptive presentation
The content of what is seen on the screen can be adapted according to current student’s model status. e.g., a qualified student can be provided with more detailed and deep info while a novice can receive additional explanation. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Content adaptation types
Additional (or prerequisite or comparative) explanations: Under a given set of circumstances some additional content is presented. Explanation variants: Different versions of an explanation exist and are selected depending on the user. Sorting: The most relevant information for a user is presented first. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptive navigation support
Guidance methods Global guidance methods Local guidance methods Orientation support methods Global orientation support Local orientation support Global guidance methods: Global guidance methods help the user to find the shortest way to accomplish the learning goal. They are global as they guide the user through the whole structure. By global guidance, the user can be given a suggested navigation path to follow. In adaptive educational hypermedia systems, global guidance is implemented through curriculum sequencing techniques. Local guidance methods: the goal of local guidance methods is to help the user to make navigational steps suggesting where to go next. For example, the system can suggest some interesting links. · Orientation support methods: Global orientation support: global orientation methods help the user to understand the structure of the overall hyperspace and locate himself/herself within this structure. They give a personalised bird’s eye view of the whole link structure. Local orientation support: They show some interesting nearby nodes, e.g. part of the hierarchy above and below the current node. They help the user to understand what is surrounding the relative current location of the user in hyperspace. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Link adaptation types Direct guidance: Next button. Restricting access Removing, disabling, hiding. Sorting and presenting the most relevant or most ready to be learned links first. Annotation (colour) Map adaptation techniques Direct guidance: Next button. Novices in an AHS can be guided this way, as they may have problems in deciding by themselves between available links. Restricting access -Removing, disabling, hiding. A filtered version of available links are presented to the user. Some links are to be excluded as they are irrelevant or “not ready to be learnt” or have become obsolete. Removing means that they don’t exist at all, disabling means that they exist but they are not active. Hiding means that they exist, they are active, but they are not distinguished from common text. -Sorting and presenting the most relevant or most ready to be learned links first. -Annotation (through the use of colour) They inform the user about the relevance of the current link to his running goal pursuit, or the “ready to be learned” status. -Map adaptation techniques: adaptive construction of local or global maps, depended upon February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Brusilovsky’s taxonomy February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Conclusion: What is adapted?
“Adaptation is regarded as personalized views (navigational and presentational) over an objective Ontology created by the author and defined in a Conceptual Model.” February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptive vs. adaptable personalized adaptive adaptable System-tuned User-tuned February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptivity vs. adaptability
An adaptable system provides users with options (tuners / handles) of determining some alterations to aspect, contents or functionality of the system, according to their preferences. An adaptive system adapts to the new conditions (usually deduced from a user model) automatically. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

A Comparison between Adaptive and Adaptable Systems
Gerhard Fischer 1 HFA Lecture, OZCHI’2000 February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Is adaptive hypermedia possible?
Yes: adaptive systems exist; some people even claim they work well. Maybe: (how) can adaptive systems find out what users want? Maybe not :can authors/ designers correctly interpret the system’s input to design appropriate adaptation? We’ll come back to this one February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Gerhard Fischer 1 HFA Lecture, OZCHI’2000 February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? User  user model (UM) Media  presentation model (PM) February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

User modelling is always about guessing … February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

User Model The user model is the system’s representation of the user’s state of mind. The user model is actually a well-organized database, comprising information about the user. This is constructed in such a manner as to guide the system’s inference engine. User model data are not static. They can be revised according to the current user’s actions as they are monitored by the system. In order to implement adaptation, each individual user is mapped to what is called a user model. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Classical User Model: Overlay UM
user’s knowledge = subset of expert’s knowledge goal of tutoring: to enlarge this subset. This model is particularly appropriate when the (teaching) material can be represented as a prerequisite hierarchy. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what (else)? Knowledge about the subject domain (and possibly also knowledge about the system) Goal: local and global Interests Learning or cognitive styles Background: profession, language, prospect, capabilities Navigation history February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Knowledge about the subject domain (possibly also knowledge about the system) The student’s knowledge is the basic driver behind the system’s adaptation. Different students have different knowledge status about a specific subject. A single student can have variable knowledge status throughout his interaction with the system. The system must be able to recognize the student’s knowledge status, update his model and modify presentation and interaction accordingly. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Goal: local and global “Goal is the answer to the question “Why is the student using the hypermedia system and what does the student actually want to achieve?” Goals can be local or global. Local goals may changed quite often. For example, the problem-solving goal is a local one, which changes from one educational problem to another several times within a session. Global goal can be the student’s learning goal. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Interests February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Learning or cognitive styles February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Background: profession, language, prospect, capabilities Background is defined as all the information related to the student’s experience outside the subject of the hypermedia system, which is relevant enough to be considered. The student’s experience may also be considered by the system. By experience we mean the student’s familiarity with using new educational technologies. Friendly user interfaces and extra help features counterbalance unfamiliarity. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adapt to what? Navigation history February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

How do AH work? Most AHS react to individual student requests: 1. retrieve the user (student) model 2. (if necessary) retrieve the domain model 3. retrieve the requested resource(s) 4. perform adaptation to the resource 5. update the student model (maybe 4 and 5 are reversed) February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

AHAM later February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Traditional UM attribute-value pairs to describe aspects of the student, the computing environment, the network, etc. an overlay model with for each DM concept a set of attribute-value pairs to denote how the student “relates” to the concept. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

AM: adaptation rules Purpose is to describe how an AHS: – updates the student model – generates adaptation (presentation specifications) Description uses condition-action rules: – under which condition is the rule executed – which (student model) concept attribute is updated – does this update trigger other rules? February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

The Adaptation Engine The core of each AHS is an engine that executes the adaptation rules (or equivalent): – page access triggers one or more rules; – these rules generate user model updates; – the rules trigger other rules that generate more updates; (does this process end ?) – the engine generates an adapted page. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptive Hypermedia (Brusilovsky)
reflects some features of the student in the user model and applies this model to adapt various visible aspects of the system to the user: 3 criteria: “ It should be a hypermedia system, it should have a user model, and it should be able to apply hypermedia using this model”. AHS build a model of goals, preferences & knowledge of  user, & use this model throughout the interaction with user, in order to adapt to his/her needs. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Classic loop (Brusilovsky, ‘01)

categories - Brusilovsky
(a) On-line documentation systems, where adaptivity is used to provide different pieces of information and individualised navigational support for different users. (b) Advanced help and explanation facilities in a software application, where explanation of system specific concepts and details varies according to different classes of users. (c) Adaptive Educational Hypermedia, which is the most well-known application of adaptive hypermedia where learners with different learning goals and different learning aptitudes are treated differently. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Example: Interbook adaptive Web-based educational system – adaptation based on prerequisite relationships; – only adaptive navigation support through adaptive link annotation; – additional tools, like teach me button; – authors cannot change the way the system behaves (but there are beginner and expert modes) February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Interbook example Table of content Navigation help Prerequisite concepts Information page Outcome concepts February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Evaluation Mostly done in adaptive educational systems: – compare groups of users using adaptive and non-adaptive courseware; – findings not always conclusive; – adaptation helps students learn more quickly; – adaptation helps students answer more questions correctly; – but are the comparisons fair? February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Is adaptive hypermedia possible?
Yes: adaptive systems exist; some people even claim they work well. Maybe: (how) can adaptive systems find out what users want? Maybe not: can authors/designers correctly interpret the system’s input to design appropriate adaptation? We have to create help for authors!! February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Creation costs We need to automatize authoring Automatic authoring techniques Open adaptive hypermedia We need interchangeable, standardized AH objects Adaptation patterns and standards We need interchange protocols February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Evaluation costs Need of benchmarks February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

New, dynamic view of AH Bit contains text, MM or link text Bits & pieces link Generation: only text only link text & link text Bits & pieces: we’ll name them later link text link February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Dynamic AH adaptive hypermedia can be also dynamic if presentation provided to the user is not a selection of predefined existent possible presentations, but is assembled “on-the-fly” from modular information items, and based on the automatic and constant monitoring of users’ behavior. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Open adaptive hypermedia
Open adaptive hypermedia systems are able to adapt to individual needs of the user of the hypermedia documents regardless of their origin. Open hypermedia systems uses documents, which belong to an open repository of learning material. e.g., course materials or a sequence of pages of a tutorial, or home page content. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Solutions Standardisation Authoring New theoretical frameworks needed!
New implementations! February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Standardization To be successfully implemented, AHS require guidelines that are shared and observed by organizations with a stake in the development and use of instructional technology materials. The ultimate form of these guidelines can be a reference model for developing high quality systems and contents. Standardizing means construction of definitions and specifications of semantics, syntax, rules, and framework descriptions. A standard must be neither prescriptive nor exclusive. Initiatives in instructional technology research and application space are focusing attention on defining reusable learning objects, developing new models of content and content sequencing, as well as models of learner profiling and assessment. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Current standards Systems architecture Runtime environment Learning objects and Learning object metadata Learners profile and performance information Content sequencing and behaviour February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Main organizations IEEE LTSC (Learning Technology Standards Committee, European CEN/ISSS Learning Technologies Workshop, The IMS (Instructional Management Systems, Global Learning Consortium Inc, The US ADLnet (Advanced Distributed Learning Network, CETIS (Centre for Educational Technology Interoperability Standards) AICC (Aviation Industry CBT Committee) ARIADNE (Alliance of Remote Instructional Authoring and Distribution Networks for Europe) Edutella ( The latest version of SCORM (v1.2) references the use of the IMS Content Packaging specification v1.1.2 and the IMS Learning Resource Meta-data specification v1.2. Other IMS specifications may be included in future versions of SCORM, including: IMS Question & Test Interoperability, Learner Information Package, and Simple Sequencing specifications. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

SCORM A learning object is a reusable, media independent chunk of information used as a modular building block from e-learning content” DAML – OIL!!! February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

How does standardization work?
Standardization is about constructing a new language: Adaptation Modeling Language. Rules for achieving standardisation reduce the difficulty in implementing runtime systems. Adaptive hypermedia authors “are given higher level handlers of low level adaptation techniques”. Reusability. Reusable -Sharable Learning Objects - Adaptive Learning Strategies Archiving. Quality Standardization is about constructing a new language: e.g., (Adaptation) Education Modeling Language. An existing implemented project must be easily extendable and easy revised. Standardisation can prolong a system’s lifetime as it facilitates extensions and revisions via the system’s architecture. Rules for achieving standardisation reduce the difficulty in implementing runtime systems. Adaptive techniques are so diverse that they are difficult to catalogued. Adaptivity facets must be determined in a concrete, clear, solid way. Adaptive hypermedia authors can explicitly be guided in their task as “they are given higher level handlers of low level adaptation techniques”. Reusability. Generalizing a system makes it possible to use that system for a different outcome. Abstracting adaptation functionality in an adaptation norm, guarantees that it will be reused in a new context, as it will be a standard to be adopted by a system under design. Reusable -Sharable Learning Objects - Adaptive Learning Strategies Any learning object could be reused in a different course, towards a different learning outcome, as soon as it can be identified in a proper way, in relation to it’s instructional value and function. Archiving. Content repositories are constantly being populated with a variety of different materials, authored using a wide diversity of approaches. Learners also contribute to these repositories with their work done during various projects they have undertaken Standardising Learning Objects facilitates integrating new learning objects or content items in a content repository. Learning objects must be integrated within a content repository in such a way that they can be easily identified. Easy retrieval and systematic enrichment of a global (institution and application independent) educational content repository is the ultimate purpose of standardisation . Quality Standards do not only serve functionality, interoperability and implementation purposes. They can also highlight best practice scenarios in the technical and instructional/pedagogical layer. In metadata standardisation, particular attention is devoted to these data groups, which are related to pedagogy and instructional strategy. Newborn systems can build upon this well-defined framework in order to construct their own improved features. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

LOM (Learning Objects Metadata standard: current version 6.4)
The IEEE-LTSC (Learning Technology Standards Committee) LOM – became an official standard in June LOM metadata schema is divided into 9 categories: general: title, language, keyword life cycle: author, publisher, version meta-metadata technical: format, size, etc. educational: interactivity type, etc. rights: price, copyright, etc. relation: between LOs classification: taxon, etc. annotation: date, etc. general: title, language, keyword life cycle: author, publisher, version meta-metadata: (describes metadata itself) This category describes how the metadata instance can be identified, who created this metadata instance, how, when, and with what references technical: format, size, etc. educational: interactivity type (active/expositive – learner input/teacher input), intended end-user role (teacher/learner), etc. rights: price, copyright, etc. relation: describes relationships between this LO and other LOs classification: taxon, etc. annotation: date, etc. Special parts of this metadata scheme are devoted to learning object instructional value and interoperability. Learning Objects must also be interpreted according to their possible contribution to the overall goal of a particular user. Some of the data that describe a specific Learning Item, must concern description of the possible ways that this special Learning Object could be incorporated into other courses, and which role they could play within each course. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Standardization: user profiling
not as advanced as work on Learning Objects. However, the LTSC IEEE Learner Model WG Standard proposal for public and private information (PAPI) for learners is a multipart standard, defining several types of information: contact information (name, address), relation information (teammates, mentors), learner preferences, security information, etc. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Authoring Authoring on an Adaptive Hypermedia System is about content alternatives, adaptation techniques and ultimately the whole user-interaction mechanism design. If authors are not to be discouraged by such a complicated heavy task, they require help, guidelines and automation facilities. It is critical, in order for Adaptive Hypermedia Systems to spread widely, to facilitate the work of the author. Authors must feel comfortable in making their contributions to Open Learning Repositories. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Authoring & standardization
Formalization attempts extend to standardising the whole procedure starting from the conceptual design and outlining the main considerations prior to implementation. Researchers in the field strive to put authoring procedures on a systematic base. The final output of research, in implementation of adaptation standards, will be, for making the author’s task more simple, providing clear explicit models for adaptive authoring. Formalization attempts extend to standardising the whole procedure starting from the conceptual design and outlining the main considerations prior to implementation. Researchers in the field strive to put authoring procedures on a systematic base. The final output of research, in implementation of adaptation standards, will be, for making the author’s task more simple, providing clear explicit models for adaptive authoring. Authoring models describe authoring steps in detail. They strive to integrate all aspects of designing and authoring procedure in AHS and document the decisions concerning these applications from implementation of pedagogic and instructional design to subtle technical decisions. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Authoring perspectives
Conceptual view: defining concepts, interrelationships and resources. Navigational view: defining pages content and navigation behavior. Presentation view: defining presentation aspect like frame, frameset, and window. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptive navigation & presentation
A unit X is composed of, e.g., parts of 3 concepts (A, B and C) which have some attributes (attr-k, attr-l, attr-m). The presentation order is represented by directed connections between concept attributes. The unit is formed of 2 chapters that contain (parts of) the concepts. The information in a chapter is presented (by a browser) in pages (which may be shorter than a chapter). “Next” buttons at page level are navigation support of presentation nature, and have nothing to do with the user-model related adaptation. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

New theoretical frameworks

LAOS components domain model (DM), goal and constraints model (GM), user model (UM), adaptation model (AM) and presentation model (PM) February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

LAOS design steps for authors
Define concepts and concept Hierarchy Define concept attributes Fill concept attributes Design alternatives, AND, OR, weights etc. Add user model related attributes Select adaptation strategies and /or write condition–action rules for system adaptation decisions Define presentation Scheme Add adaptive features regarding presentation means. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Collaborative authoring
Authoring can be a collaborative interdisciplinary activity. In a single system, more than one specialized author can be used for the different layers of authoring. Authoring tasks can be divided into parts, having experts to work on particular solutions within each part. They can also work at the same authoring layer, sharing practices and exchanging ideas. Collaborative interdisciplinary work raises the issue of communication between different domain experts, namely: software developers, web application experts, content developers, domain experts, instructional designers, more roughly speaking between Engineers and Pedagogists. It is challenging to establish a common language to facilitate communication. A pedagogical engineer could be the appropriate specialized expert in this process. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptation granularity
‘Technological Must: Not being just adaptive but also flexible in adaptivity; a system must anticipate acceptance of the knowledge yet to come. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Adaptation granularity: LAG
lowest level: direct adaptation techniques: adaptive navigation support & adaptive presentation (Brusilovsky 1996), implem.: AHA!; expressed in AHAM syntax techniques usually based on threshold computations of variable-value pairs. medium level: more goal / domain-oriented adaptation techniques: based on a higher level language that embraces primitive low level adaptation techniques (wrapper) new techniques: adaptation language (Calvi & Cristea 2002), high level: adaptation strategies wrapping layers above goal-oriented Adaptation Assembly language Adaptation Programming language (but same strategy for different goals) Adaptation Function calls February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

LAOS, LAG papers February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

New implementations February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Example authoring: MOT (demo: - static -dynamic part) or: February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Conclusions AH development demands interdisciplinary efforts. Researchers, designers, educationalists, domain experts and software engineers must collaborate. A common “language” is needed. Instructional practises and theories to be reconsidered Standardisation efforts should be accelerated Evaluation schemes must be developed from laboratories to real world for mature field. Learner modelling should progress. Professional ethics, authors’ rights, privacy. Adaptive hypermedia development demands interdisciplinary efforts. Researchers, designers, educationalists, domain experts and software engineers must collaborate. A common “language” , consisting of well known terms , standardised methods and practises and consensus in processes , should be established . New occupational profiles are needed in the industry combining pedagogy, technology and authoring. Instructional practises and theories should be re-examined and re considered in the context of adaptive hypermedia systems. Their linkage to systems development must be defined. Standardisation efforts should be accelerated in order to conclude on metadata schemes for content, user model and adaptation rules and methods. Evaluation schemes must be developed and applied to existing adaptive hypermedia systems to assess their effectiveness and reveal what modifications or improvements are required as well as to provide meaningful recommendations for forthcoming systems . The more adaptive hypermedia systems come from laboratories to the real world the more mature the field will become.. Learner modelling should progress in examining the variety of learners cognitive and learning styles and accommodating the diversity of demands and needs of the whole population. Professional ethics and responsibilities should be defined to guarantee qualitative learning experiences, protect authors’ rights and the privacy of learners’ profiling data. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Conclusion-2 Adaptation / personalization is potentially very useful; Special-purpose and general-purpose adaptive hypermedia systems are available “now”; Creating a good domain model / adaptation model is an essential key for success; Proper evaluation is never done because it is too expensive. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Closing Adaptive hypermedia is a powerful tool. Please use it wisely! Thank you. February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Project UNESCO workshop
Do the pretest Read the IFETS paper Do the tasks in taskMOTtesting.doc Do the posttest Do the questionnaire February 10-14, 2004 UNESCO IITE sub-regional project for South Eastern Europe

Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/ Personalization in Education Automatic personalization for Educational Sites Alexandra.

Similar presentations

Presentation on theme: "Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/ Personalization in Education Automatic personalization for Educational Sites Alexandra."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/ Personalization in Education Automatic personalization for Educational Sites Alexandra.

Similar presentations

Presentation on theme: "Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/ Personalization in Education Automatic personalization for Educational Sites Alexandra."— Presentation transcript:

Similar presentations

About project

Feedback