1,736,046 research outputs found
Automatic authoring in the LAOS AHS authoring model
Get PDFIn this paper, we extend the automatic authoring techniques that can be built based on the LAOS model, a five-layer AHS authoring model. As the LAOS model itself is fairly complex, although information-rich, an adaptive hypermedia author needs a lot of system support to be able to populate all its levels with the corresponding information. Therefore, such automatic authoring techniques, which are actually automatic transformation (and interpretation) rules between the different layers of the model, have been designed. These automatic rules represent, in the area of adaptive systems, designer-goal oriented adaptation techniques. They should represent the goal of the designer that is authoring the hypermedia (such as the pedagogical goal in educational adaptive hypermedia). Therefore, this paper represents yet another step towards an adaptive hypermedia (or adaptive course) that ‘writes itself’. The focus here is on automatic transformation between the domain and a newly introduced goal and constraints model, to show that the effort of introducing this new layer can be minimal
A layered approach towards domain authoring support
Get PDFThis paper presents an approach to authoring support for Web courseware based on a layered ontological paradigm. The ontology-based layers in the courseware authoring architecture serve as a basis for formal semantics and reasoning support in performing generic authoring tasks. This approach represents an extension of our knowledge classification and indexing mechanism from a previously developed system, AIMS, aimed at supporting students while completing learning tasks in a Web-based learning/training environment. We propose the addition of two vertical layers in the system architecture, Author assisting layer and Operational layer, with the role of facilitating the creation of the ontological layers (Course ontology and Domain ontology) and of the educational metadata layer. Here we focus on the domain ontology creation process, together with the support that the additional layers can provide within this process. We exemplify our method by presenting a set of generic tasks related to concept-based domain authoring and their ontological support
Designer adaptation in adaptive hypermedia authoring
Get PDFRecently, the importance of creating authoring support for adaptive hypermedia system design offering multimodality and personalization is becoming evident. In the process of designing such authoring support, we discovered that given the difficulty of adaptive hypermedia authoring, i.e., in designing different levels of abstraction, alternatives, multiple links, etc., it would be beneficial to also attend to the authoring needs and adapt to the author. Therefore, this paper describes for the first time an attempt of adaptation not only to the student, but also to the designer
Manual and automatic authoring for adaptive hypermedia
Get PDFAdaptive Hypermedia allows online content to be tailored specifically to the needs
of the user. This is particularly valuable in educational systems, where a student
might benefit from a learning experience which only displays (or recommends)
content that they need to know.
Authoring for adaptive systems requires content to be divided into stand-alone
fragments which must then be labelled with sufficient pedagogical metadata.
Authors must also create a pedagogical strategy that selects the appropriate
content depending on (amongst other things) the learner's profile. This authoring
process is time-consuming and unfamiliar to most non-technical authors. Therefore,
to ensure that students (of all ages, ability level and interests) can benefit from
Adaptive Educational Hypermedia, authoring tools need to be usable by a range of
educators. The overall aim of this thesis is therefore to identify the ways that this
authoring process can be simplified.
The research in this thesis describes the changes that were made to the My Online
Teacher (MOT) tool in order to address issues such as functionality and usability.
The thesis also describes usability and functionality changes that were made to the
GRAPPLE Authoring Tool (GAT), which was developed as part of a European FP7
project. These two tools (which utilise different authoring paradigms) were then
used within a usability evaluation, allowing the research to draw a comparison
between the two toolsets.
The thesis also describes how educators can reuse their existing non-adaptive
(linear) material (such as presentations and Wiki articles) by importing content into
an adaptive authoring system
Supporting authoring of adaptive hypermedia
Get PDFIt is well-known that students benefit from personalised attention. However, frequently
teachers are unable to provide this, most often due to time constraints. An Adaptive
Hypermedia (AH) system can offer a richer learning experience, by giving personalised
attention to students. The authoring process, however, is time consuming and cumbersome.
Our research explores the two main aspects to authoring of AH: authoring of content and
adaptive behaviour. The research proposes possible solutions, to overcome the hurdles
towards acceptance of AH in education.
Automation methods can help authors, for example, teachers could create linear lessons and
our prototype can add content alternatives for adaptation.
Creating adaptive behaviour is more complex. Rule-based systems, XML-based conditional
inclusion, Semantic Web reasoning and reusable, portable scripting in a programming
language have been proposed. These methods all require specialised knowledge. Hence
authoring of adaptive behaviour is difficult and teachers cannot be expected to create such
strategies. We investigate three ways to address this issue.
1. Reusability: We investigate limitations regarding adaptation engines, which
influence the authoring and reuse of adaptation strategies. We propose a metalanguage,
as a supplement to the existing LAG adaptation language, showing how
it can overcome such limitations.
2. Standardisation: There are no widely accepted standards for AH. The IMSLearning
Design (IMS-LD) specification has similar goals to Adaptive
Educational Hypermedia (AEH). Investigation shows that IMS-LD is more limited
in terms of adaptive behaviour, but the authoring process focuses more on learning
sequences and outcomes.
3. Visualisation: Another way is to simplify the authoring process of strategies using
a visual tool. We define a reference model and a tool, the Conceptual Adaptation
Model (CAM) and GRAPPLE Authoring Tool (GAT), which allow specification
of an adaptive course in a graphical way. A key feature is the separation between
content, strategy and adaptive course, which increases reusability compared to
approaches that combine all factors in one model
Evaluating adaptive authoring of adaptive hypermedia
Get PDFNow-a-days a large amount of research exists into the design and implementation of adaptive systems, but still, a lot less targets the complex task of authoring of such systems, or their evaluation. In order to tackle these problems, we have looked into the causes of the complexity. Manual annotation has proven to be a bottleneck of authoring of adaptive hypermedia. Therefore, all means for supporting this authoring process by reusing automatically generated metadata should be sought. Previously, we have proposed the integration of the generic Adaptive Hypermedia authoring environment, MOT, into a semantic desktop environment, indexed by Beagle++. A prototype was built based upon this integration approach. This paper describes an evaluation of both the approach in general, and the prototype in particular
Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wiki’s Output
No full textThis research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context
Authoring adaptive learning material on the semantic desktop
Get PDFManual annotation has proven to be the bottleneck of authoring of adaptive hypermedia. Therefore, all means for supporting this authoring process by reusing automatically generated metadata are helpful. In this paper we discuss the integration of the generic AH authoring environment MOT into a semantic
desktop environment. In this setup, the semantic desktop environment provides a rich source of automatically generated meta-data, while MOT provides a convenient way to enhance this meta-data manually, as needed for an adaptive course environment
Authoring model for quality of experience-aware adaptive hypermedia systems
Get PDFThis paper presents a novel authoring framework for Quality of Experience (QoE) aware Adaptive Hypermedia Systems. It extends the LAOS authoring model in order to consider delivery performance issues. The paper formalises and exemplifies the newly proposed QoE extensions for the LAOS Adaptation and Presentation Models that include QoE Characteristics and QoE Rules layers
Determine if UW Stout masters degree students in Training and Human Resource Development possess the necessary skills to design and develop training materials using current authoring related software
Get PDFPlan BThis research study examines the Spring semester-2002, University of Wisconsin Stout Training and Human Resource Development Master’s Degree students, to determine their ability to use seven industry-standard interactive multimedia authoring software tools. The major objectives of this research were to: (1) Identify authoring software commonly used to develop interactive multimedia training; (2) Identify skills necessary to use the most common authoring software; and (3) Determine whether the TRHRD Master’s Degree Students possess these skills. A questionnaire was developed that measured the student’s perception of their ability to use seven authoring related software tools and a demographic questionnaire was used to correlate previous training with current software skills, competency level, as well as program completion. Findings revealed that the TRHRD Master’s Degree students are ill equipped to develop CBT & WBT. The majority of the students are either incompetent or uncertain in their ability to perform basic tasks related to authoring software. With respect to demographic factors, there seems to be little relation between the student’s program completion and their authoring abilities. Recommendations were that the UW-Stout TRHRD Master’s Degree Program include an introductory authoring course into the curriculum and include authoring competencies in the program’s core competencies
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