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Adaptive Course Authoring: M y O nline T eacher

Adaptive Course Authoring: M y O nline T eacher. Alexandra Cristea. USI intensive course “Adaptive Systems” April-May 200 3. Index. Adaptive courseware in telecom. framework: Desires & Problems Solution: Adaptive Authoring tool for AH course LAOS & MOT MOT goals Implementation

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Adaptive Course Authoring: M y O nline T eacher

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  1. Adaptive Course Authoring: My Online Teacher Alexandra Cristea USI intensive course “Adaptive Systems”April-May 2003

  2. Index • Adaptive courseware in telecom. framework: • Desires & Problems • Solution: Adaptive Authoring tool for AH course • LAOS & MOT • MOT goals • Implementation • automation • Conclusion & contact info

  3. Adaptive Courseware in a Telecommunication Framework • Internet: • widest telecommunication network • enormous source of fast information • strive to use it in education: • paradigms: life-long learning learning at ones own pace, at ones favorite time and location, etc. • Web authoring: • ‘by-hand’ into HTML, XML, GIF, JPG, Flash, etc. • w. authoring tools: WCB, Topclass, WebCT, CyberProf, Instructional Toolkit, Blackboard.

  4. Desires & Problems • Internet power + ‘human touch’ of classroom: 2 ways: • on-line collaboration or • combination of ITS & AH tech. for user customization • Ideally: combination of above • (special focus: pedagogical validity of choices + comb.) • Problems: • tools ? • from scratch ?

  5. Adaptive hypermedia course • AH course = hypermedia system to be used by student to learn about a subjects via, e.g., a web browser. • basic feature: tries to interpret students’ current knowledge (+ student parameters & characteristics) to adapt itself to his learning needs. UM • Ideally: no need for a human teacher!! • Student can: • choose topics s/he wants to learn about, ask for more info or solve exercises. • Depending on student actions (pages visited, results of tests) course transparently adapts to the student’s needs.

  6. Adaptive telecommunication courses • In adaptive on-line telecommunication-based courseware, adaptivity & adaptation are reflected in the different presentation ways and orders in which the study material can be delivered to the different students (+ delivery module). • Simplifying, one can say that the more alternatives there are, the higher the potential adaptation degree will be. However, this creation of multiple alternatives can be extremely time-consuming

  7. MOT Domain model + autom. generation The five level AHS authoring model. Goal & constraints model (~lesson) Interface AHA!

  8. MOT Layered approach

  9. Goals of MOT • first main steps of creation of adaptive lesson design systems: 1.tool for manipulating concept maps. • 2.tool for constructing lessons based on CM. • 3.method for calculating correspondence weights between concept attributes.

  10. Initial DB design • Goal: structure that allows: • constructing complete concept maps (conceptual hierarchical level) & lessons (lesson level), and store results in db. • system user = teacher: • composes lessons based on concepts from CM; constructs CM, or uses existing one. • Db: 2 parts: • concept domain, • course (or lesson hierarchy) • connected by rel. between C-Attribute (concept attribute) and L-Attribute (lesson attribute).

  11. Fig. 1. Initial ER-diagram

  12. Extended ER-diagram

  13. The implemented CM:screenshots

  14. Transformation from CM into Lesson

  15. Relatedness relation generation • here, concept attributes = related if  common topic (shared keywords at different attribute levels, e.g.: [text]-[keywords], [keywords]-[introduction], etc). • relation type: at concept level. • ‘relatedness relations’ shows existence of rel. between concepts. • If induced from attribute level: automatically attribute name = semantic label for rsp. relatedness relation. (label can be later changed by teacher). • We enhance authoring support & increase automatic course generation without restricting flexibility of final product and teacher decision power.

  16. Automatic linking = main issue in automatic adaptation • system expected to support teacher in creating & evaluating relatedness relations by calculating correspondence weights between pairs of concepts. • computing links: symbolic, sub-symbolic. • Here: no. of occurrences of keywords of one concept in attribute contents of the other concept.

  17. Conclusion • we presented, in context of tele-communication in education, MOT, a tool for creating adaptive courseware, developed at the Technical University of Eindhoven. • tele-communication in education contains 2 major parts: • tele-learning – the environment is made to be used via Internet, from remote sites as well as close sites; • tele-creation – remote creation via Internet browser.

  18. Discussion • teacher & student environment to be used on-line, remotely (tele-creation & tele-learning). • possible in MOT (but also stand-alone).

  19. drawbacks stand-alone: • authoring environment: • multi-modality: created by 1 author alone (or previously via tele-collaboration + exported to student). = opposed to multiple authors collaborating towards a common / different goals. • student p.o.v.: • speed. • depending on UM, features adapting to group behavior & standard behaviorist templates cannot be translated.

  20. Web Site(s): • MOT03: • http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/ • http://wwwis.win.tue.nl/~alex/ • http://cheetah.win.tue.nl/MOT03/

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