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Adapt

Adapt. Adaptivity and adaptability in ODL (Minerva/Socrates project). Background I. A network of 6 European universities (Eindhoven, Twente, Milano, Trento, Southampton and Nottingham)

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Adapt

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  1. Adapt Adaptivity and adaptability in ODL (Minerva/Socrates project)

  2. Background I • A network of 6 European universities(Eindhoven, Twente, Milano, Trento, Southampton and Nottingham) • Aim: to produce a series of guidelines for good practice for authoring in EAH (educational, adaptive hypermedia) systems.

  3. Background II • Investigation of current EAH systems to determine “adaptive patterns”, possibly develop a taxonomy of these. • Good vs. Bad ? • What are Patterns?

  4. Patterns • Design Pattern = <recurrent problem, heuristic solution>EAH design pattern = <teaching goal, customised design properties>

  5. Patterns • examplewe are using an EAH to teach maths:our “teaching goal” - is to teach each student at a level appropriate to their understandingour “customised design” – is to alter the presentation of material to be relevant for that student.

  6. Design Dimensions • Identified ‘high level’ patterns: • Content Domain • Learner Model • Instructional Views • Adaptation Rules • Detection Mechanism • the Content and Learner Domains will now be expanded upon:

  7. Content Domain • Types: • Fact • Principle • Example • Formal Definition • Procedure • Theory • Demonstration • Etc ….

  8. Learner Model • Types (which learner attributes): Domain dependant aspects User knowledge of a given concept (m/M, V) Background Knowledge (M, S) Motivations (M), Goals (M/m), Tasks (m) Performance (M/m) Scaffolding required (M/m) Time to Complete

  9. Learner Model Domain independent aspects (M, S) Learning Style Personality Sex Accessibility Issues How? Overlay Model (1-n mapping from concepts to user micro attributes) Stereotype Model (for Macro attributes)

  10. Next … • Take a subset of these design patterns and create an authoring system. • Why? • Current authoring systems do not cover anything more than creation of content. Even then there are no guidelines for the creation of content in an adaptive system. • Re-use of extant materials

  11. Next … • Aim: • Full specification of an adaptive authoring system. • System to author adaptive structures (lessons/tutorials) and the content to address them. • Creation of a prototype

  12. Prototype • Use a rule set created for EAH systems. • Output from a generic tool for specific systems (e.g. WHURLE, MOT, AHA!) • example

  13. Questions?

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