Adaptive Authoring of Adaptive Educational Hypermedia

1. Databases & Hypermedia Group, Department of Informatics Adaptive Authoring of Adaptive Educational Hypermedia Alexandra Cristea & Lora Aroyo AH’02: May 29-31, 2002, Malaga

2. Keywords • Ontology • Collaboration • Cooperation • Adaptivity • Adaptability • Web-based courseware • ODL C2 A2

3. Index • Background, Motivation and Ideas • AIMS & MyET • Concept Mapping Approach to Adaptive Authoring • Conclusion & Future research

4. Index • Background, Motivation and Ideas • AIMS & MyET • Concept Mapping Approach to Adaptive Authoring • Conclusion & Future research

5. Course authoring requirements • designing course contents alternatives, • adaptation techniques & ultimately, • whole user-interaction mechanism • adaptive courseware authoring toolsshould offer tuneable complexity & automatic authoring tasks

6. Index • Background, Motivation and Ideas • MyET & AIMS • Concept Mapping Approach to Adaptive Authoring • Conclusion & Future research

7. Teacher-name COURSE: <name> <description> AUDIO FILMS PICTURES LESSON INSTRUCTOR: <name> 113-1 115-1 119-1 123-1 190-1 196-1 65-1 DOMAIN: <name> 114-1 118-1 119-2 123-2 190-2 197-1 67-1 TOPIC-1: <name> <description> EXERCISES conclusion keywords MAIN-TEXT: <link> title TEXTS explanation pattern TASK-1-1: <name> <keywords>  TEXT(s) TEXT1 TEXT2 exercise1 keywords pattern TASK-1-N: <name> <keywords>  TEXT(s) General Course Structure MyET AIMS

8. Text presentation & structure • smallest block / object in course structure • MyET: text also has body & obligatory attrs: • short title, keywords, explanation, patterns to learn, conclusion&exercises. (for search & retrieval) • AIMS: authors select domain terminol.keywords (CM) • which link directly to lessons (course structure of course topics and exercises). • presentation & instructional formats to map course material both task-&use-oriented

9. Lesson composition • = 1- more texts (w. multimedia or not) • MyET,  lesson has texts & attr.s: title, keywords, explanation, conclusion, combined exercises~ text obj. struct. • text/lesson is generically called: • ‘SUBJECT’ in MyET or • ‘TOPIC’ consisting of course ‘TASKS’ in AIMS.

10. Index • Background, Motivation and Ideas • AIMS & MyET • Concept Mapping Approach to Adaptive Authoring • Conclusion & Future research

11. Concept mapping Concepts = pieces w. independent semantics concept hierarchy … composite concepts atomic concepts

12. Lesson map

13. Lesson Adaptation

14. Concept Editing Traditional Order

15. Concept Editing: Traditional Order • write sequential course text +/- multimedia • divide & organizecontent into concept structure • concept hierarchy : concepts, sub-concepts & atomic c. • fill-inmain concepts attr.s (name, content, etc.) • add adaptive features • rule-base, importance coefficients, weights, • generating lesson map/sequence • define items to display & conditions • generate new attributes • return to 3 for refined granulation • create lesson maps

16. Non-traditional authoring: Direct Concept editing • write concepts + concept hierarchy • define concept attributes (define main & extra attr.s) • fill-in concept attributes (write contents) • add content related adaptive features regarding UM (design alternatives, conditions) • define format (presentation means-related: chapters) • add adaptive features regarding presentation means (define pages)

17. Resulting layers

18. 1st layer: conceptual layer • atomic concepts sub-layer (cannot be changed anymore) • Adaptation & automatization here are, e.g., search of related (identical?) concepts, to warn author that new concept s/he wants to define . Automatic concept connection can be done (computed by system via heuristics & approved by author) • composite concepts sub-layer ( sets of concepts of atomic granulation or larger w. hierarchical structure) • Course designers/system can change hierarchy. Here, relatedness connections also appear. System can perform concept – sub-c. adaptation, suggest relevant higher concept classes, etc.

19. 2nd layer: lessons • hierarchy of chapters, sub-chapters & directed graph • way & order in which concepts should be taught. • Note: lesson layer deals w. concept attr.s, not necessarily directly w.concepts. • system searches for alternative orders

20. 3rd layer • (UM - based) adaptation engine sub-layer: specifies what should be presented when (conditions sets). • presentation means adaptation sub-layer: formatting info to appear nicely in page • ideal pg length –where chapters should be cut to form pages • how & where multimedia presentations should appear • colors, fonts, etc. • in simplest authoring version, (2) should be automatic

21. Index • Background, Motivation and Ideas • AIMS & MyET • Concept Mapping Approach to Adaptive Authoring • Conclusion & Future research

22. Conclusion • obtained from analysis & tests of MyET & AIMS a concept-based, layered architecture for AH~stratified hypermedia structure for info disclosure • showed that due to AH authoring complexity, only solution=adaptive authoring for ALE • gave course structure & CM authoring procedure • showed in what layers adaptation should work & how

23. Future directions • next to adaptation support for content organization & presentation, author info analysis& monitoring input support tools are needed • support for info search & retrieval, info visualisation (diff. perspectives), selecting, restructuring, annotating information w. metadata, generation of adaptive user feedback & user preferences info. • for maintainable course content: statistical analyses • this paper sets basis of important step towards maturity of AS: towards standardization-based authoring