1. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 1 Adaptive Course Creation for All Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/

2. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 2 Outline 1.Motivation 2.Learning styles 3.AH elements 4.MOT adaptive strategies 5.Conclusions

3. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 3 Motivation Personalization in education Adaptive hypermedia the answer? Authoring AH needs reuse, flexibility

4. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 4 UM adaptation reuse Learning styles adaptation

5. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 5 Learning styles & AH AEC-ES: field-dependent (FD) independent (FI) LSAS, CS388: global-sequential (Felder-Silverman) ARTHUR, iWeaver, MANIC, CS388: sensory pref. Tangow: sensing-intuitive dim. (Felder-Silverman) INSPIRE: Kolb’s learning styles More to come?

6. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 6 FD FD vs. FI treatment FD learners prefer –structures, –social content, –material relevant to own experience. AH systems respond by adaptive navigation support –providing navigational support tools (CM, path indicator, advanced organizer): adaptive navigation support

7. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 7 FI FD vs. FI treatment FI learners –perceive analytically, –make concept distinctions, –prefer impersonal orientation. AH systems respond with –learner control : arbitrary succession of course material. Sometimes: explicit switching between FI & FDSometimes: explicit switching between FI & FD.

8. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 8 Sensory preferences treatment AH adaptive presentations can switch between –textual (hyper-text), –auditory (sounds, streaming audio), –visual (video, slideshows) or –kinaesthetic views (animations, simulations, puzzles).

9. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 9 Sensing vs. Intuitive Sensing learners like –learning facts, –well-established problem-solving methods, –dislike surprises; intuitors like –discovering relationships –innovation, –dislike repetition, –better at grasping new concepts and –more comfortable with abstractions.

10. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 10 AH for sensors vs. intuitors Select. of appropriate meta-data (concept attributes: –‘example’, –‘activity’, –‘theory’, –‘exercise’) adaptive presentationadaptive presentation

11. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 11 Kolb scale converger (abstract, active) diverger (concrete, reflective) assimilator (abstract, reflective) accomodator (concrete, active) "How?" "Why?""What?" "What if?" active abstract reflective concrete Child,Budda,philosopher Businessperson Teacher,reviewer Programmer

12. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 12 AH response Kolb adaptive navigational support link annotationdifferent sequences of information: adaptive navigational support techniques with link annotation.

13. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 13 Ingredients of adaptivity different learners with different presentationsproviding different learners with different presentations of the learning material (explanations, theory, exercises, etc.) different learners with different orderingproviding different learners with different ordering of the material adaptive strategiesUsing ingredients in adaptive strategies

14. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 14 MOT My Online Teacher

15. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 15 Different learners, different presentations

16. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 16 Different learners, different ordering ordering reflects the goal of the presentation, the envisioned audience

17. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 17 Using ingredients in Adaptive Strategies

18. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 18 FD strategy

19. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 19 Kolb diverger

20. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 20 (Generalize, Specialize) DM is concept map with hierarchy GeneralizeSpecialize

21. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 21 Kolb diverger

22. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 22 Kolb converger

23. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 23 Kolb converger

24. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 24 Mechanism for monitoring strategies

25. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 25 Conclusion MOT allows def. of adaptive instructional strategies via adaptation language programming interface, Reuse is possible and encouraged. instructional strategies: reflection of learning / teaching style or preference

26. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 26 Download & trial Download: –http://adaptmot.sourceforge.net/ Trial: –http://e-learning.dsp.pub.ro/mot/ –http://e-learning.dsp.pub.ro/motadapt/

27. / department of mathematics and computer science TU/e eindhoven university of technology Education Track, ITCC’04, US April, 2004 27 2 nd International Workshop on Authoring of Adaptive and Adaptable Educational Hypermedia Themes:Themes: Design patterns for educational adaptive hypermedia Authoring patterns in adaptive/ adaptable educational hypermedia Authoring Tools for adaptive/ adaptable educational hypermedia Connecting adaptive educational hypermedia with cognitive/learning styles Collaborative issues for adaptive/ adaptable educational hypermedia Adaptation model transformations between adaptive educational hypermedia systems Evaluation of authoring tools for adaptive educational hypermedia Evaluation of adaptive educational hypermedia design patterns Evaluation of adaptive educational hypermedia authoring patterns http://wwwis.win.tue.nl/~acristea/AH04/workshopAH.htmhttp://wwwis.win.tue.nl/~acristea/AH04/workshopAH.htm