1. Braga, Portugal –17/06/2005 1 Automatic generation of pedagogical website structures by using IMS LD netUniversité web portal CEPIAH Project Ecaterina Pacurar Giacomini, PhilippeTrigano UMR CNRS 6599 Heudiasyc research laboratory, University of Technology of Compiègne, FRANCE

2. Braga, Portugal-17/06/2005 2 Plan  netUniversité: Conception Framework  netUniversité: Presentation of the Prototype  Conclusions and Perspectives  The CEPIAH project – Context and Problem statement

3. Braga, Portugal-17/06/2005 3 Context and Problem statement (1)  Origin of our work: the CEPIAH project Our research concerns the development of a web portal designed to provide support in the creation of educational web sites based on pedagogical scenarios represented in IMS LD Our application is a tool that helps staff with no skills in web development to design their educational web sites

4. Braga, Portugal-17/06/2005 4 Context and Problem statement(2)  The origin of the CEPIAH project This research has its roots in the CEPIAH project (Design and Evaluation of Interactive Documents for Human Learning) developed within our research team. The main role of these three modules is to guide the users (teachers, pedagogical designer) who have web development skills [Trigano & Giacomini, 2004]. In this project we developed an interactive guide accessible on the web, composed of three modules: Design help, Evaluation help and Predefined web sites models

5. Braga, Portugal-17/06/2005 5 Context and Problem statement(3)  Interviews with people involved in teaching within the UTC After a first validation of CEPIAH guide, we had a some discussions with teachers of various disciplines at the UTC. These helped us to understand their teaching practices their opinions regarding the software tools used in web development. Observations We observed that a majority of the teachers expressed a reserve in using these tools. This attitude was due, either to a lack of time necessary to develop online courses or a lack of technical skill (from a teaching and technical point of view).

6. Braga, Portugal-17/06/2005 6 Context and Problem statement(4)  New research line All these aspects led to the development of our interactive guide CEPIAH, an environment that assists the design of educational web sites (online courses) in order to support teachers who do not have web development skills netUniversité: The new functionalities are integrated into a web portal, called netUniversité, as found in the CEPIAH guide. – Environment for online courses assisted conception – Based on the dynamic generation of course structures

7. Braga, Portugal-17/06/2005 7 Plan  netUniversité: conception framework  Dynamic generation  netUniversité: presentation of prototype  Conclusions and perspectives  Context and problematic

8. Braga, Portugal-17/06/2005 8 netUniversité: conception framework Online course generator Edit & Administrate Navigator Course basis Student Teacher  Use of IMS LD for the representation of pedagogical contents

9. Braga, Portugal-17/06/2005 9 Plan  Research goals  netUniversity: general background  Dynamic generation  netUniversity: presentation of the prototype  Conclusions and perspectives  Context and problematic Questionnaires : design steps Knowledge based modelling

10. Braga, Portugal-17/06/2005 10 Questionnaires : design steps Dynamic generation  Pedagogical questionnaire (1) Our pedagogical questionnaire makes it possible for the user to dynamically choose the pedagogical elements that will be integrated in his or her educational Web site. This questionnaire is structured on three levels of granularity: a question itself, its reformulation as well as an elaboration of this question. Bibliographic study related to the Instructional Theory [Ch. Reigheluth, 1987, 1999]. Interviews with people involved in teaching at UTC Analysis of 175 teaching websites from the point of view of the « course content » (University of Technology of Compiègne)

11. Braga, Portugal-17/06/2005 11 Classic scenario with a presentation of the theoretical concepts and solutions to exercises Specific type of pedagogical scenarios ? Problem solving scenario integrating an individual or collaborative work, with progression «Project based learning » type of scenario, based on collaborative and/or an individual work This helped us to draw up the items in the pedagogical questionnaire related to the generation of structures Questionnaires : design steps Dynamic generation  Pedagogical questionnaire (2)

12. Braga, Portugal-17/06/2005 12 Pedagogical questionnaire  Example of question – pedagogical questionnaire  At the elaboration phase of the questionnaire, we present a short synthesis of the theoretical concepts of teaching and training, connected to this question. We also explain the results of a particular answer on the final course structure.

13. Braga, Portugal-17/06/2005 13  Questionnaire regarding the graphic interface Questionnaires : design steps Dynamic generation composition choice The analysis of 175 pedagogical websites from the « graphical interface » point of view enabled us to determine various types of possible interfaces. Several criteria are taken into account: navigation starting from the menus, the shapes of the buttons of navigation within the various pages of the web site, the colors of the menus, the buttons, etc.

14. Braga, Portugal-17/06/2005 14 Graphical interface questionnaire  Starting from this typology we designed a questionnaire, called web site interface questionnaire, that facilitates the choice of the final web site GUI attributes.  Example of question - questionnaire regarding the graphical issues

15. Braga, Portugal-17/06/2005 15 Plan  Research goals  netUniversity: general background  Dynamic generation  netUniversité: presentation of the prototype  Conclusions and perspectives  Context and problematic Questionnaires : design steps Knowledge base modelling

16. Braga, Portugal-17/06/2005 16  Knowledge Base The problem of the complexity of the conditions used for the automatic generation lead us to a knowledge-based system. The number of entries (represented by the possibilities of response to the questionnaires) and the great number of pedagogical course structures obtained resulted in the development of a rules- based system. Content: Rules, Facts, Responses to questionnaires  Course Structure Generation : use of « pedagogical bricks » represented in XML-IMS LD Knowledge base modelling Dynamic generation

17. Braga, Portugal-17/06/2005 17 Knowledge base modelling Dynamic generation  How are these structures created? Starting from the generated links (JESS facts) which are situated between the “initial pedagogical models”, the Course Builder loads these initial models and connects them thus obtaining the desired course structure. The rules are used in order to generate the connections between the pedagogical models of the course.

18. Braga, Portugal-17/06/2005 18  A « link » fact associates a « child » element to a « parent» element Activity –Introduction of theoretical concepts (Reigheluth) Activity-Solution to exercises (Skinner) Generic Pedagogical Unit link Scenario- Theoretical Course Scenario-Solution to problems etc. link etc. link Knowledge base modelling D ynamic generation

19. Braga, Portugal-17/06/2005 19 Plan  Research goals  netUniversity: general background  Dynamic generation  netUniversité: presentation of the prototype  Conclusions and perspectives  Context and problematic Questionnaires : design steps Knowledge base modelling

20. Braga, Portugal-17/06/2005 20 netUniversité (1)  Web portal: the administration, conception and display of the online course

21. Braga, Portugal-17/06/2005 21 netUniversité (2)  Course Content Editor using IMS LD level A, B and C

22. Braga, Portugal-17/06/2005 22 netUniversité (3)  Without going into the details, we specify that our web portal netUniversité, also integrates a QTI editor for interactive exercises. The QTI editor can be accessed from the interface of the course content IMS LD editor. The link towards the QTI editor

23. Braga, Portugal-17/06/2005 23 netUniversité (4)  Currently, the types of exercises, which we propose, are for example: fill in the gap, open answer, true/false, multiples choices query, etc. To edit the false response To edit the true response The option to choose many types of exercises

24. Braga, Portugal-17/06/2005 24 netUniversité – QTI (1)  In our tool we implemented a "lite" version of this standard that allows the representation of the six types of exercises: text based exercises, multiple choice, true/false, matrices for "single choice", open answer (large text area), etc.  All the tests represented in this personalized version of QTI are also valid for the complete version.

25. Braga, Portugal-17/06/2005 25 netUniversité – QTI (2)  In the "lite" QTI version implemented in our tool, a test corresponds to a QTI structure "assessment". The test is composed from one or more sections of exercises/questions (items).  The QTI player The QTI player is implemented as a XSL style-sheet. The goal is to display the test content in an HTML format conforming to the QTI specification

26. Braga, Portugal-17/06/2005 26 netUniversité-QTI (5)  Integrating the QTI player in the netUniversité navigator (IMS LD player) The IMS LD player considers the QTI XML files defining the evaluation tests as simple resources. Thus, these files are referenced in the “resources” section of the unit of learning like all the resource documents. The IMS LD player differentiates these types of resources by using attribute type (in our case “qti”) which specifies where the resource is declared.

27. Braga, Portugal-17/06/2005 27 netUniversité (5)  Graphic Editor module for modifying the course structures Once the teacher generates his course, he cannot modify its structure. We would like to give the possibility to change the order of the activities, to add or delete them. As the project is aimed at teachers who do not have experience in using the computer, we have decided to set up a graphic editor, which should help them to modify the IMS LD course structure. This kind of presentation makes their work much easier as it provides, at the same time, an overview of the course.

28. Braga, Portugal-17/06/2005 28 netUniversité (6)  The user interface within the Graphic Editor (1). In the upper part we have a toolbar, providing support for all operations. The buttons from left to right are: moves selected node one position to the left; moves selected node one position to the right; Adds a new node; Marks the selected node for deleting; Renames the selected node; Save the current configuration; Undelete the selected node; Undelete the selected node and all its sub- trees.

29. Braga, Portugal-17/06/2005 29 Plan  Research goals  netUniversity: conception framework  Dynamic generation  netUniversity: presentation of the prototype  Conclusions and perspectives  Context and problematic Questionnaires : design steps Knowledge base modelling

30. Braga, Portugal-17/06/2005 30 Conclusions and Perspectives  Realisation The first version of netUniversité The integration of levels A, B and C in IMS LD  Ongoing work Test and make corrections to the first version of netUniversité Test of QTI editor (version lite) Test of a graphic editor in order to be able to interactively modify the course structures

31. Braga, Portugal-17/06/2005 31 Conclusions and Perspectives  First results obtained Experimenting with the teachers : University of Technology of Compiègne, France Integration of the communication tools (email, chat, forum)  Ongoing work “Polytehnica” University of Timisoara, in Romania “Aurel Vlaicu” University of Arad, in Romania Institut of High Management Studies (IHEC) from Carthage, Tunis

32. Braga, Portugal-17/06/2005 32 Conclusions and Perspectives

33. Braga, Portugal-17/06/2005 33 netUniversite-QTI (3)  Particularly, in the implemented QTI version we have two types of evaluation: evaluation by question and evaluation by response.  In the case of evaluation by question we consider a total score attributed when all the answers are correct. This situation is represented from the QTI point of view by only one condition (section reprocessing) that sets a certain value to the variable score (if the answers are correct).  In the other case (evaluation by answer) for each answer we add a partial score to the final score. From the QTI point of view we define a condition each answer to be evaluated. Thus, if an answer is correct we add a certain value to the final score of the question.

34. Braga, Portugal-17/06/2005 34 netUniversite-QTI (4)  After the user includes the desired element into the exercise, he can edit the content and specify the correct responses.  In the case of evaluation by response, he will also add the scores for each of the correct answers.  In order to specify the score the teacher must click on the small orange icon associated with the correct answer.  A gray zone will be displayed, which includes: an option to define the type of answer (bad or correct) and an option to edit the score (in the case of correct answer).

35. Braga, Portugal-17/06/2005 35 netUniversité-QTI (6)  Integrating the QTI player in the netUniversité navigator (IMS LD player) Therefore, the navigator knows (using the resource type) that in the central page of the course it must display the test represented in QTI file, and uses the XSL style-sheet in order to transform XML content into HTML. After the user answers all the questions, the result of the test is obtained from its answers and from the information of score computing for each question specified in QTI file. The "Test Processing" module which implements this calculation process checks firstly if the user has not already complete the test. This situation is indicated by the value of the score stored in the database.

36. Braga, Portugal-17/06/2005 36 netUniversité (7)  The user interface within the Graphic Editor (2) In the lower part there are three views To the left is the main view, here the whole tree is represented. For each role we have a tree. We shall explain what the tree represents in the next paragraph. In the upper right part is the empty tree view. The difference compared with the previous one is that all nodes are empty and we display only one tree. In the lower right part is a view with only a node and his child. When we select one in any of the previous views it will appear here as a root and all his children will be shown. These trees represent a course structure. The root has a generic name; it’s the activity for that role. To understand how a student will go through the course we read the tree from left to right. The second level in the tree is made by plays. They are a way to organize the course presentation.