1,407 research outputs found
Evaluation of interoperability of adaptive hypermedia systems : testing the MOT to WHURLE conversion in a classroom setting
No full textThe creation process of adaptive hypermedia is rarely evaluated. Moreover, conversion between different adaptive hypermedia systems has barely been proposed, yet alone tested in realistic settings. This paper presents the evaluation of the interoperability of two adaptive (educational) hypermedia systems, MOT and WHURLE, the one serving as authoring system, and the other as delivery system. The evaluation is performed with the help of a class of thirty-one students enrolled in the fourth year of the "Politehnica" Unversity of Bucharest, who were taking a one-week intensive course on Adaptive Hypermedia. This paper describes and interprets our first experiments of the "write once, deliver many" paradigm of adaptive hypermedia creation
Writing MOT, Reading AHA! Converting between an authoring and a delivery system for adaptive educational hypermedia
No full textThis paper reports about the recent advances towards establishing a common platform for adaptive educational hypermedia (AEH) authoring. We present the conversion from MOT, a dedicated authoring system, to AHA! used in this context as delivery system for AEH. Moreover, we describe two new representation languages that emerged in the process: a common format for defining the static material, CAF, and an extended adaptation language for the description of the dynamic behaviour, LAG. Finally, some evaluations are shown and conclusions are drawn
Goal Oriented Personalisation with SCORM
No full textThis paper presents an innovative approach to personalize on-line content to the needs of individual learners. We use a regular educational environment, the BlackboardTM Learning Management System, with a new approach: we add adaptivity and personalization to it by means of authoring the goaloriented material in an Adaptive Hypermedia authoring system, MOT, and delivering it in Blackboard via a conversion to the SCORM specification. This represents the first attempt to connect Adaptive Hypermedia and Learning Management Systems
A spiral model for adding automatic, adaptive authoring to adaptive hypermedia
No full textAt present a large amount of research exists into the design and implementation of adaptive systems. However, not many target the complex task of authoring in 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 for authoring of adaptive hypermedia. One such solution is the reuse of automatically generated metadata. In our previous work we have proposed the integration of the generic Adaptive Hypermedia authoring environment, MOT ( My Online Teacher), and a semantic desktop environment, indexed by Beagle++. A prototype, Sesame2MOT Enricher v1, was built based upon this integration approach and evaluated. After the initial evaluations, a web-based prototype was built (web-based Sesame2MOT Enricher v2 application) and integrated in MOT v2, conforming with the findings of the first set of evaluations. This new prototype underwent another evaluation. This paper thus does a synthesis of the approach in general, the initial prototype, with its first evaluations, the improved prototype and the first results from the most recent evaluation round, following the next implementation cycle of the spiral model [Boehm, 88]
The three layers of adaptation granularity
No full textIn spite of the interest in AHS, there are not as many applications as could be expected. We have previously pinpointed the problem to rely on the difficulty of AHS authoring. Adaptive features that have been successfully introduced and implemented until now are often too fine grained, and an author easily loses the overview. This paper introduces a three-layer model and classification method for adaptive techniques: direct adaptation rules, adaptation language and adaptation strategies. The benefits of this model are twofold: on one hand, the granulation level of authoring of adaptive hypermedia can be precisely established, and authors therefore can work at the most suitable level for them. On the other hand, this is a step towards standardization of adaptive techniques, especially by grouping them into a higher-level adaptation language or strategies. In this way, not only adaptive hypermedia authoring, but also adaptive techniques exchange between adaptive applications can be enabled
The LAG grammar for authoring the adaptive web
No full textThe 3-layers of granularity model (LAG) have been introduced in A.I. Cristea and L. Calvi (2003) as a model for the adaptive behavior within adaptive hypermedia (AH). LAG is destined for authors of AH entering this process at the different levels of difficulty and flexibility: direct adaptation rules, adaptation language and adaptation strategies. The focus is on the different levels of the implied adaptation language grammars for conceptual structure and interface. We show their design, creation and implementation in MOT, an on-line adaptive hypermedia authoring system [MOT, http://wwwis.win.tue.nl/~acristea/mot.html]. We also show how the basic adaptation language can be extended by AH designers, via the adding of adaptive procedures
Reuse patterns in adaptation languages : creating a meta-level for the LAG adaptation language
No full textA growing body of research targets authoring of content and adaptation strategies for adaptive systems. The driving force behind it is semantics-based reuse: the same strategy can be used for various domains, and vice versa. Whilst using an adaptation language (LAG e.g.) to express reusable adaptation strategies, we noticed, however, that: a) the created strategies have common patterns that, themselves, could be reused; b) templates based on these patterns could reduce the designers' work; c) there is a strong preference towards XML-based processing and interfacing. This has leaded us to define a new meta-language for LAG, extracting common design patterns. This paper provides more insight into some of the limitations of Adaptation Languages like LAG, as well as describes our meta-language, and shows how introducing the meta-level can overcome some redundancy issues
Automatic authoring in the LAOS AHS authoring model
No full textIn 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
Defining and evaluating learner experience for social adaptive e-learning
No full textSocial adaptive e-learning combines, threads and balances the amount of social and adaptive features for e-learning in order to achieve high-quality Learner eXperience (LX). Evaluating a social adaptive e-learning system is a difficult task due to its complexity. It is crucial to ensure that appropriate evaluation methods and measures are used. A User-centric approach serves the empirical system evaluation using subjective user feedback on satisfaction and productivity as well as the quality of work and support, so as to verify the quality of product, detect problems, and support decisions. This paper proposes a learner-centric evaluation framework, which applies a user-centric approach, aiming to evaluate LX in social adaptive e-learning from the end-user (learner) point of view, taking into consideration both social and adaptive perspectives
Design of the CAM model and authoring tool
No full textStudents benefit from personalised attention; however, often teachers are unable to provide this. An Adaptive Hypermedia (AH) system can offer a richer learning experience in an educational environment, by giving personalised attention to students. On-line courses are becoming increasingly popular by means of Learning Management Systems (LSM). The aim of the GRAPPLE project is to integrate an AH with major LMS, to provide an environment that delivers personalised courses in a LMS interface. However, designing an AH is a much more complex and time-consuming task, than creating a course in a LMS. Several models and systems were developed previously, but the (re)-usability by educational authors of the adaptation remains limited. To simplify adaptive behaviour authoring for an educational author, a visual environment was selected as being most intuitive. This paper describes a reference model for authoring in a visual way and introduces an authoring tool based upon this model
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