Adaptive Authoring of Adaptive Educational Hypermedia

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Adaptive Authoring of Adaptive Educational
Hypermedia
Databases Hypermedia Group, Department of
Informatics

• Alexandra Cristea Lora Aroyo

AH02 May 29-31, 2002, Malaga
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Keywords

• Concept-based courseware
• Authoring procedure
• Adaptivity
• Adaptability
• Cooperation
• Collaboration

A2
C2
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Index

• Background, Motivation and Ideas
• AIMS MyET
• Concept Mapping Approach to Adaptive Authoring
• Conclusions Future research

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Index

• Background, Motivation and Ideas
• AIMS MyET
• Concept Mapping Approach to Adaptive Authoring
• Conclusions Future research

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Course authoring requirements

1. designing course contents alternatives,
2. adaptation techniques ultimately,
3. whole user-interaction mechanism

• adaptive courseware authoring tools should offer
  tuneable complexity automatic authoring tasks

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Index

• Background, Motivation and Ideas
• MyET AIMS
• Concept Mapping Approach to Adaptive Authoring
• Conclusions Future research

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Evaluation framework

• Concept mapping paradigm
• subject domain structure
• course items linking
• Content organization, maintenance presentation
• reusability
• student adaptation
• General course structure
• Text presentation and structure
• Lesson composition
• Authoring views
• Student adaptation

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General Course Structure
 
MyET
AIMS
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Text presentation structure

• smallest block / object in course structure
• MyET ? text also has body obligatory
  attributes
• short title, keywords, explanation, patterns to
  learn, conclusion exercises. (for search
  retrieval)
• AIMS authors select domain term. 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

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Lesson composition

• 1- more texts (with multimedia or not)
• MyET, ? lesson has texts attributes title,
  keywords, explanation, conclusion, combined
  exercises text object structure
• text/lesson is generically called
• SUBJECT in MyET or
• TOPIC consisting of course TASKS in AIMS

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Index

• Background, Motivation and Ideas
• AIMS MyET
• Concept Mapping Approach to Adaptive Authoring
• Conclusions Future research

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Concept mapping

• Concepts pieces with independent semantics

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Lesson map
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Lesson adaptation
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Concept editing Traditional order

• write sequential course text /- multimedia
• divide organize content into concept structure
• concept hierarchy concepts, sub-concepts
  atomic c.
• fill-in main concepts attributes (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

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write lecture with an editor
Step1
Text MM
add more content

divide content into concepts
Concept 1 Concept 2 Concept K
Step2
Co
n
cept 1,

Concept 2,

Concept k

Sub-Step2.2
father concept
Sub-Step2.1
define main attributes for ALL concepts
sub-concepts
define concept hierarchy
atomic concepts
refine granularity
Step3
add adaptive features
Step4
define secondary attributes
Step5
form new lessons with the concepts and attributes
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Non-traditional authoring
Direct concept editing

1. write concepts concept hierarchy
2. define concept attributes (define main extra
   attr.s)
3. fill-in concept attributes (write contents)
4. add content related adaptive features regarding
   UM (design alternatives, conditions)
5. define format (presentation means-related
   chapters)
6. add adaptive features regarding presentation
   means (define pages)

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Resulting layers
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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
  exists. 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 with hierarchical
  structure)
• Course designers/system can change hierarchy.
  Here, relatedness connections also appear. System
  can perform concept sub-concept adaptation,
  suggest relevant higher concept classes, etc.

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Lesson layer(s)
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2nd layer lessons

• hierarchy of
• chapters
• sub-chapters
• directed graph
• way order in which concepts should be taught
• lesson layer deals with concept attributes, not
  necessarily directly with concepts
• system searches for alternative existing orders

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Student AP layer
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3rd layer student adaptation presentation

• (UM - based) adaptation engine sub-layer
  specifies what should be presented and when
  (conditions sets).
• presentation means adaptation sub-layer
  formatting info to appear nicely in page
• ideal page lengthwhere chapters should be cut to
  form pages
• how where multimedia presentations should
  appear
• colors, fonts, etc.
• in simplest authoring version functions in this
  layer should be automatic

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Index

• Background, Motivation and Ideas
• AIMS MyET
• Concept Mapping Approach to Adaptive Authoring
• Conclusions Future research

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Conclusions

• a framework of a concept-based, layered
  architecture for AH in concordance with
  stratified hypermedia structure for info
  disclosure
• showed that due to AH authoring complexity, the
  only solution is adaptive authoring for ALE
• gave course structure CM authoring procedure
• showed in what layers adaptation should work how

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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 with
  metadata, generation of adaptive user feedback
  user preferences info
• for maintainable course content statistical
  analyses
• sets basis of important step towards maturity of
  AS towards standardization-based authoring

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