1. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 1 Adaptive Hypermedia 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 UPB course “Adaptive Hypermedia” 5 th of January, 2004 2 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

3. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 3 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

4. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 4

5. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 5 Hypermedia information supported by different media and structured according to the hypertext principle. hypertext + multimedia

6. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 6 Multimedia more than one media can be used –e.g., video, sound and text, interactive application

7. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 7 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.

8. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 8 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.

9. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 9 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

10. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 10 Why AH? Problems with hypermedia applications: –navigational freedom: which links are relevant (for this user) ? –comprehension: what has the user seen before when reaching a certain node? –presentation: what fits the user’s screen? how much network bandwidth and processing power is available?

11. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 11 The need for personalization

12. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 12 Why AH? Opportunities with adaptive hypermedia: –guide users towards relevant information (users can reach relevant information more easily and more quickly) –make sure users can understand the presented information –change the presentation so that it fits the user’s platform and environment

13. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 13 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? Maybenot:can authors/designers correctly interpret the system’s input to design appropriate adaptation? We’ll come back to this one

14. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 14 Gerhard Fischer 1 HFA Lecture, OZCHI’2000

15. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 15 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

16. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 16 Traditional Hypermedia Document1 Text … Pictures … Link1 Link2 Document2 Text … Pictures … Link1 Document3 Text … Pictures …

17. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 17 Adaptation on Trad. Hypermedia Document1 Text … Pictures … Link1 Link2 Document2 Text … Pictures … Link1 Document3 Text … Pictures … Show text document 1

18. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 18 Adaptation on Trad. Hypermedia Document1 Text … Pictures … Link1 Link2 Document2 Text … Pictures … Link1 Document3 Text … Pictures … Don’t show text document 1

19. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 19 Adaptation on Trad. Hypermedia Document1 Text … Pictures … Link1 Link2 Document2 Text … Pictures … Link1 Document3 Text … Pictures … Show link(s) document 1

20. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 20 Adaptation on Trad. Hypermedia Document1 Text … Pictures … Link1 Link2 Document2 Text … Pictures … Link1 Document3 Text … Pictures … Don’t show link(s) document 1

21. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 21 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

22. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 22 Adaptive presentation contentThe content of what is seen on the screen can be adapted according to current user’s model status. –e.g., a qualified user can be provided with more detailed and deep info while a novice can receive additional explanation.

23. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 23 Content adaptation types Additional explanationsAdditional (or prerequisite or comparative) explanations: Under a given set of circumstances some additional content is presented. Explanation variantsExplanation variants: Different versions of an explanation exist and are selected depending on the user. SortingSorting: The most relevant information for a user is presented first.

24. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 24 Adaptive navigation support Guidance methods –Global guidance methods –Local guidance methods Orientation support methods –Global orientation support –Local orientation support

25. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 25 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

26. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 26

27. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 27 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.”

28. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 28 Adaptive vs. adaptable adaptable adaptive personalized User-tuned System-tuned

29. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 29 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.

30. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 30 A Comparison between Adaptive and Adaptable Systems Gerhard Fischer 1 HFA Lecture, OZCHI’2000

31. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 31 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

32. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 32 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

33. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 33 Adapt to what? User  user model (UM) Media  presentation model (PM)

34. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 34 User modelling is always about guessing …

35. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 35 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.

36. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 36 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.

37. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 37

38. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 38 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

39. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 39 Adapt to what? Knowledge about the subject domain (possibly also knowledge about the system) The user’s knowledge is the basic driver behind the system’s adaptation. Different users have different knowledge status about a specific subject. A single user can have variable knowledge status throughout his interaction with the system. The system must be able to recognize the user’s knowledge status, update his model and modify presentation and interaction accordingly.

40. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 40 Adapt to what? Goal: local and global “Goal is the answer to the question “Why is the user using the hypermedia system and what does the user 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 user’s learning goal.

41. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 41 Adapt to what? Interests

42. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 42 Adapt to what? Learning or cognitive styles

43. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 43 Adapt to what? Background: profession, language, prospect, capabilities Background is defined as all the information related to the user’s experience outside the subject of the hypermedia system, which is relevant enough to be considered. The user’s experience may also be considered by the system. By experience we mean the users familiarity with using new educational technologies. Friendly user interfaces and extra help features counterbalance unfamiliarity.

44. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 44 Adapt to what? Navigation history

45. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 45 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

46. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 46 How do AH work? Most AHS react to individual user requests: 1. retrieve the user model 2. (if necessary) retrieve the domain model 3. retrieve the requested resource(s) 4. perform adaptation to the resource 5. update the user model (maybe 4 and 5 are reversed)

47. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 47 AHAM later

48. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 48 Traditional UM attribute-value pairs to describe aspects of the user, the computing environment, the network, etc. an overlay model with for each DM concept a set of attribute-value pairs to denote how the user “relates” to the concept.

49. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 49 AM: adaptation rules Purpose is to describe how an AHS: – updates the user model – generates adaptation (presentation specifications) Description uses condition-action rules: – under which condition is the rule executed – which (user model) concept attribute is updated – does this update trigger other rules?

50. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 50 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.

51. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 51 Adaptive Hypermedia (Brusilovsky) reflects some features of the user 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.

52. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 52 Classic loop (Brusilovsky, ‘01)

53. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 53 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.

54. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 54 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)

55. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 55 Interbook example Table of content Navigation help Prerequisite concepts Outcome concepts Information page

56. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 56 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?

57. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 57 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

58. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 58 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!!

59. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 59 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

60. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 60 Evaluation costs Need of benchmarks

61. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 61 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

62. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 62 New, dynamic view of AH t ext link Bits & pieces Bit contains text, MM or link Generation: -only text -only link -text & link t ext link

63. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 63 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.

64. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 64 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.

65. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 65 Solutions Standardisation Authoring New theoretical frameworks needed! New implementations!

66. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 66 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.

67. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 67 Current standards Systems architecture Runtime environment Learning objects and Learning object metadata Learners profile and performance information Content sequencing and behaviour

68. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 68 Main organizations IEEE LTSC (Learning Technology Standards Committee, http://ltsc.ieee.or) European CEN/ISSS Learning Technologies Workshop, www.cenorm.be/isss/Workshop/lt/ The IMS (Instructional Management Systems, Global Learning Consortium Inc, www.imsproject.org) The US ADLnet (Advanced Distributed Learning Network, www.adlnet.org) CETIS (Centre for Educational Technology Interoperability Standards) http://www.cetis.ac.uk/ AICC (Aviation Industry CBT Committee) http://www.aicc.org ARIADNE (Alliance of Remote Instructional Authoring and Distribution Networks for Europe)http://ariadne.unil.ch/ Edutella (http://edutella.jxta.org)

69. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 69 SCORM A learning object is a reusable, media independent chunk of information used as a modular building block from e-learning content”

70. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 70 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

71. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 71 LOM (Learning Objects Metadata standard: current version 6.4) The IEEE-LTSC (Learning Technology Standards Committee) LOM – became an official standard in June 2002. 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.

72. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 72 Standardization: user profiling not as advanced as work on Learning Objects. However, the LTSC IEEE 1484.2 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.

73. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 73 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.

74. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 74 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.

75. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 75 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.

76. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 76 Adaptive navigation & presentation

77. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 77 Adaptive navigation & presentation

78. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 78 Adaptive navigation & presentation

79. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 79 Adaptive navigation & presentation

80. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 80 Adaptive navigation & presentation

81. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 81 Adaptive navigation & presentation

82. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 82 Adaptive navigation & presentation

83. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 83 Adaptive navigation & presentation

84. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 84 New theoretical frameworks

85. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 85 LAOS components domain model (DM), goal and constraints model (GM), user model (UM), adaptation model (AM) and presentation model (PM)

86. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 86

87. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 87 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.

88. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 88 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.

89. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 89 Adaptation granularity ‘Technological Must: Not being just adaptive but also flexible in adaptivity; a system must anticipate acceptance of the knowledge yet to come.

90. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 90 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 Adaptation Function calls

91. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 91 LAOS, LAG papers http://wwwis.win.tue.nl/HTML/Minerva/papers/

92. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 92 New implementations

93. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 93 Example authoring: MOT (demo: - static -dynamic part) http://wwwis.win.tue.nl/MOT03/TeachersSite-html/enter.html http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/

94. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 94 Index Definitions Why AH? What to adapt? Adapt to what? How to adapt - past? Obstacles AH New solutions Conclusion

95. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 95 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.

96. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 96 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.

97. / department of mathematics and computer science TU/e eindhoven university of technology UPB course “Adaptive Hypermedia” 5 th of January, 2004 97 Closing Adaptive hypermedia is a powerful tool. Please use it wisely! Thank you.