Authoring of Adaptive Hypermedia UPB Romania Course 2

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Authoring of Adaptive Hypermedia UPB
RomaniaCourse 2

• Dr. Alexandra Cristea
• a.i.cristea_at_tue.nl
• http//wwwis.win.tue.nl/alex/

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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..

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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..

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Sensory preferences treatment

• Adaptive presentations can switch between the
  following styles
• textual (hyper-text)
• visual (image, diagrams, graphs, video,
  slideshows)
• auditory (sounds, streaming audio)
• kinaesthetic views (animations, simulations,
  puzzles)

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Dunn Dunn model
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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
  learners 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.

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Auditory Interface, iWeaver
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Visual Interface, iWeaver
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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..

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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

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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.

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• AES-CS (2000)
• Adaptive Educational System base on cognitive
  styles
• http//www.vrc.gr/browse_en/ShowProduct.aspx?id44

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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..

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

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Felder-Silverman

• 44 questions at
• http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l
• 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.

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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..

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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..

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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..

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Selected ModelHoney 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
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Presentation of MOT user guide to verbalizer
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Presentation of MOT user guide to imager
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MOT

• pronounced moh like the French word for word
• My Online Teacher
• Site http//wwwis.win.tue.nl/acristea/mot.html

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Papers on MOT

• implementation papers
• first (educational) MOT paper (ITCC'03)
• http//wwwis.win.tue.nl/acristea/HTML/Minerva/pap
  ers/ITCC03-cristea-mooij.doc
• MOT automatic linking paper (ITC'03)
• http//wwwis.win.tue.nl/acristea/HTML/Minerva/pap
  ers/ITC03-cristea-mooij.doc
• MOT evaluation papers
• URD evaluation (CATE'03)
• http//wwwis.win.tue.nl/acristea/HTML/Minerva/pap
  ers/CATE-cristea-mooij.doc
• Student evaluations (SAC04, ATL journal 04)
• http//wwwis.win.tue.nl/acristea/HTML/Minerva/pap
  ers/CristeaSAC04CameraReadyLast2give.doc
• http//www.actapress.com/onlinejournals/208vol1,2
  02004/issue_2/208-0805.pdf

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MOT Download site

• http//wwwis.win.tue.nl/acristea/HTML/USI/MOT/

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LAOS

• based on AHAM
• supporting adaptive hypermedia authoring
• five layers
• Domain Model (DM)
• Goal and constraints Model (GM)
• User Model (UM)
• Adaptation Model (AM)
• Presentation Model (PM)

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Creation of the LAOS Domain Model

• Domain Model in MOT is represented by a list of
  Domain Maps, called Concept maps

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Conceptmaps in MOT

• each concept map corresponds roughly to a book
  as is required by the LAOS model
• these books should describe different topics
• however, just as in reality, different books may
  treat a similar topic

Please note that the current conversion system
does not deal with this
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Steps to MOT system usage

• Try-out steps
• http//wwwis.win.tue.nl/acristea/HTML/USI/MOT/hel
  p/steps2MOTsystemUsage.txt
• http//e-learning.dsp.pub.ro/mot/
• MOT user guide
• MOT generalities installation

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author username
Domain maps
the authors own maps
other authors maps
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MOT Conceptmap

• Consists of a hierarchy of concepts and their
  attributes

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Conceptmap name
Concept hierarchy
Current concept
attributes of the current concept
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Concept attributes in the Conceptmap

• Should contain ONLY domain-related content
• So no prerequisites, no pedagogic information

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Concept attribute creation
concept attribute
Current concept
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Editing an attribute

• text input window in the left hand panel
• cut paste any type of text you wish,
• including HTML/ XML !!
• Condition you are the author of this conceptmap.

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Adding children concepts
Adding more attributes
Adding Relatedness relations
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LAOS

• based on AHAM
• supporting adaptive hypermedia authoring
• five layers
• Domain Model (DM)
• Goal and constraints Model (GM)
• User Model (UM)
• Adaptation Model (AM)
• Presentation Model (PM)

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Creation of the LAOS Goal and Constraints Model

• Goal and Constraints Model in MOT is represented
  by a list of Lesson Maps, called Lessons

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Lessons in MOT

• Lessons are filtered versions of the (domain)
  Conceptmaps
• they actually represent an overlay model with
  pedagogic information
• Lessons contain prerequisites
• Lesson contain ordering
• Lessons contain labels their respective weights

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Lessons by the current author
Lessons by other authors
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Weights of sublesson
Labels of sublesson
Ordering of lessons
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Group alternatives
Group of Sub- lessons
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Changing sub-lesson order
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Changing weights labels for sublessons
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Note

• The meaning of the weights labels is fixed in
  the application you will use, and is as follows
• 0 everybody will see contents marked with it
• 35 visual learners
• 50 mixed learners
• 75 verbal learners

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MOT terms glossary

• http//wwwis.win.tue.nl/acristea/HTML/USI/MOT/hel
  p/MOTterms-glossary.txt

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MOT Glossary extract

• adaptation assembly language this language is
  the basis of adaptive hypermedia adaptation. It
  consists of IT-THEN constructs.
• adaptation strategy adaptation strategies are
  equivalent to small programs telling the
  inference engine how to adapt to the student's
  needs. These strategies are written in MOT-ADAPT,
  in a special language developed, called
  adaptation language, or in adaptation assembly
  language. See adaptation language and adaptation
  assembly language.
• adaptation language the adaptation language is a
  language for creating adaptation strategies. It
  borrows some language constructs from other
  programming languages, but also offers some
  structure dependent constructs, that use the MOT
  concept domain hierarchy. See also, for the
  actual programming constructs and grammar, the
  document LAGgrammar.doc

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MOT Glossary extract

• adaptation map all the information about the
  actual dynamics of the system is contained in the
  adaptation map. In MOT, the adaptation map is
  represented by an instantiated adaptation
  strategy.
• adaptation model the adaptation model in MOT is
  based on the LAOS model. This model is also
  called the LAG model. The adaptation model is
  instantiated in the adaptation map. The
  instantiation takes place by creating adaptation
  strategies with the help of adaptation language.
• AM same as adaptation map.

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MOT Glossary extract

• concept a concept in MOT is built of a
  collection of attributes. A concept can have
  sub-concepts, if it is part of a hierarchy
  (hierarchical relation). A concept can belong to
  a domain model, a lesson model, a user model and
  a presentation model. A concept is instantiated
  in a concept instance.
• Conceptmap This is a historical name for the
  domain map. See domain map.
• concept map All the information in MOT is
  structured in concept maps. These are graph
  instances with nodes and links between them. Most
  links in MOT are directional. The most frequently
  used link type in concept maps in MOT is the
  hierarchical link type. See also Concept,
  Conceptmap.

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MOT Glossary extract

• domain concept map same as domain map.
• domain map The domain map is a concept map
  containing all the nodes, links and structures
  that correspond to the domain model. It is an
  instantiation of the domain model. Moreover, the
  domain map in MOT also links to the actual
  resources of the course.
• domain model the domain model in MOT is based on
  the LAOS model. The domain model in MOT is
  instantiated in the domain map. See also
  DefinitionsLAOS.doc for the same item.

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MOT Glossary extract

• GM same as goal and constraints map.
• goal and constraints model the LAOS goal and
  constraints model is represented in MOT by the
  lesson model, and instantiated in the lesson
  maps. See also DefinitionsLAOS.doc for the same
  item.

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MOT Glossary extract

• LAG model this is the 3-layered model of
  adaptation in LAOS. It is built of adaptation
  strategies, adaptation language and adaptation
  assembly language.
• LAOS model the LAOS model is the theoretical
  framework of the MOT system. MOT doesn't
  implement at present the whole LAOS model. See
  also DefinitionsLAOS.doc for the same item.

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MOT Glossary extract

• lesson same as lesson map.
• lesson map the lesson map is an instantiation of
  the lesson model. The lesson map in MOT is a
  concept map containing all the nodes, attributes,
  links and structures that correspond to the
  pedagogical model. If the aim is not at
  education, than it contains goal related
  information and linking. Relations such as
  prerequisites appear in the lesson map. The
  lesson map will in future contain also attributes
  allowing narrative smoothing.
• lesson model the lesson model is a goal and
  constraints model for educational purposes. It
  can, however, be streched for extended usage. LM
  same as lesson map.

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MOT Glossary extract

• MOTadapt same as MOT-ADAPT.
• MOT-ADAPT This is actually a part of MOT, but it
  was developed later, and therefore has a
  different name for distinction. It refers only to
  the authoring of the adaptive strategies, based
  on adaptation language and adaptation assembly
  language.
• MOT My Online Teacher, pronounced "moh" like the
  French word for "word". It is an Authoring System
  for (Educational) Adaptive Hypermedia. It is
  built in Perl and works with MySQL databases.
  pedagogic strategy this is an adaptation
  strategy with pedagogical purpose. See also
  adaptation strategy.

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MOT Glossary extract

• presentation map the presentation map is an
  instantiation of the presentation model. The
  presentation map contains all the nodes,
  attributes, links and structures populated with
  the information that corresponds to the
  presentation on the screen. Attributes about the
  color of the background or forground, booleans
  about if something is presented or not, display
  dependent attributes are all in this map. MOT's
  presentation map will soon be available. At the
  moment, MOT features only two types of
  presentations teacher view and student view.
• presentation model this model is based on the
  LAOS model. See also DefinitionsLAOS.doc for the
  same item.

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MOT Glossary extract

• UM same as user map.
• user map the user map is an instantiation of the
  user model. The presentation map contains all the
  nodes, attributes, links and structures populated
  with the information that corresponds to the
  user. Such information can be user knowledge,
  preferences, learning style, but also access of
  different concepts in the domain maps or lesson
  maps, etc. This feature is not present in the
  current version of MOT.
• user model this model is based on the LAOS
  model. See also DefinitionsLAOS.doc for the same
  item.