Authoring of Adaptive (and Adaptable) Educational Hypermedia A 3 EH Course ; day 4

1. Authoring of Adaptive (and Adaptable) Educational Hypermedia A3EH Course ; day 4 Dr. Alexandra Cristea a.i.cristea@tue.nl http://wwwis.win.tue.nl/~alex/

2. Outline Theory • Adaptive Hypermedia of the Past, Present and Future • Example systems and applications • Authoring for Adaptive Hypermedia • AH Authoring reference architecture: LAOS • A closer look on adaptation design: LAG • Learning Styles in Adaptive Hypermedia • Conclusions

3. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

4. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

5. Sensory preferences treatment • Adaptive presentations can switch between the followingstyles: • textual (hyper-text) • visual (image, diagrams, graphs, video, slideshows) • auditory (sounds, streaming audio) • kinaesthetic views (animations, simulations, puzzles)

6. Dunn & Dunn model

7. Sensory preferences in AH • CS388 (1996) • Felder-Silverman learning styles model: global-sequential, visual-verbal, sensing-intuitive, inductive-deductive styles • ARTHUR (1999) • visual-interactive, auditory-lecture and text styles • MANIC (2000) • uses a Naïve Bayes Classifier to reason about the learner’s preferences in terms of explanations, examples and graphics • iWeaver (2002) • Dunn & Dunn model; the application of a Bayesian network is planned to predict and recommend media representations to the learner.

10. Auditory Interface, iWeaver

11. Visual Interface, iWeaver

12. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

13. FD vs. FI treatment • FD learners prefer • structures, • social content, • material relevant to own experience. • AH systems respond by • providing navigational support tools (CM, path indicator, advanced organizer): adaptive navigation support

14. 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 & FD.

15. AES-CS (2000) • Adaptive Educational System base on cognitive styles • http://www.vrc.gr/browse_en/ShowProduct.aspx?id=44

16. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

17. CS388 (1996) • LSAS: • Global or sequential learning style • http://www.archives.ecs.soton.ac.uk/users/nb99r/intro_short/frame.htm

19. Felder-Silverman • 44 questions at: • http://www.engr.ncsu.edu/learningstyles/ilsweb.html • Index of Learning Styles (1991) • Richard M. Felder, a chemical engineering professor at North Carolina State University, • Barbara A. Soloman, then the coordinator of advising for the N.C. State First-Year College. • The four learning style dimensions of the instrument were adapted from a model developed in 1987 by Dr. Felder and Linda K. Silverman, an educational psychologist then at the University of Denver.

22. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

23. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

24. Learning styles & AH • ARTHUR, iWeaver, MANIC, CS388: sensory preferences • AEC-ES: field-dependent (FD) independent (FI) • LSAS, CS388: global-sequential (Felder-Silverman) • Tangow: sensing-intuitive dimension(Felder-Silverman) • INSPIRE: Honey and Mumford model • etc..

25. Selected Model:Honey and Mumford model Activist I like to have a go and see what happens Pragmatists I like tried and tested techniques that are relevant to my problems Theorist I like to tidy up and reach some conclusions Reflector I like to gather information and mull things over

26. Presentation of MOT user guide to verbalizer

28. Presentation of MOT user guide to imager

30. Presentation for Visual+Global Learner

31. Presentation for Verbal+Analytic Learner

32. Outline Theory • Adaptive Hypermedia of the Past, Present and Future • Example systems and applications • Authoring for Adaptive Hypermedia • AH Authoring reference architecture: LAOS • A closer look on adaptation design: LAG • Learning Styles in Adaptive Hypermedia • Conclusions

33. Conclusions shut down Tomcat • Adaptive Hypermedia is a rapidly developing field • development demands interdisciplinary efforts. • Researchers, designers, educationalists, domain experts and software engineers must collaborate. • A common “language” is needed. • Instructional practices and theories to be reconsidered • Standardisation efforts should be accelerated • Evaluation schemes must be developed

34. Closing • Adaptive hypermedia is a powerful tool. • Please use it wisely! • Thank you.