412 research outputs found
Title: Interfacing adaptive solutions with corporate training systems
No full textVersion Date Author/Editor Description/Comments 1 21/04/2006 Alexandra Cristea The first composite version created 2 10/05/2006 Alexandra Cristea Changes based on comments from contributors 3 9/06/2007 Alexandra Cristea Changes based on comments from reviewers Name Company Paul de Bra TU/e, N
Training Temporal and NLP Features via Extremely Randomised Trees for Educational Level Classification
No full textMassive Open Online Courses (MOOCs) have become universal learning resources, and the COVID-19 pandemic is rendering these platforms even more necessary. These platforms also bring incredible diversity of learners in terms of their traits. A research area called Author Profiling (AP in general; here, Learner Profiling (LP)), is to identify such traits about learners, which is vital in MOOCs for, e.g., preventing plagiarism, or eligibility for course certification. Identifying a learner’s trait in a MOOC is notoriously hard to do from textual content alone. We argue that to predict a learner’s academic level, we need to also be using other features stemming from MOOC platforms, such as derived from learners’ actions on the platform. In this study, we specifically examine time stamps, quizzes, and discussions. Our novel approach for the task achieves a high accuracy (90% in average) even with a simple shallow classifier, irrespective of data size, outperforming the state of the art
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
Comparative analysis of adaptation in adaptive educational hypermedia and IMS-learning design
No full textCurrently, Adaptive Educational Hypermedia (AEH) and IMS Learning Design (IMS-LD) are separate research areas, with little shared knowledge between them. Their goal, however, is the same: to design, author and implement the best possible learning experience for the learner. This paper addresses the issue of differences and similarities between AEH and IMS-LD with regard to knowledge representation and adaptation and investigates, generically, as well as for the specific case of the Layered AHS Authoring-Model and Operators (LAOS) framework, how these paradigms can benefit from each other
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
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
A layered approach towards domain authoring support
No full textThis 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
Transforming a linear module into an adaptive one : tackling the challenge
No full textEvery learner is fundamentally different. However, few courses are delivered in a way that is tailored to the specific needs of each student. Delivery systems for adaptive educational hypermedia have been extensively researched and found promising. Still, authoring of adaptive courses remains a challenge. In prior research, we have built an adaptive hypermedia authoring system, MOT3.0. The main focus was on enhancing the type of functionality that allows the non-technical author, to efficiently and effectively use such a tool. Here we show how teachers can start from existing course material and transform it into an adaptive course, catering for various learners. We also show how this apparent simplicity still allows for building of flexible and complex adaptation, and describe an evaluation with course authors
Testing Framework für Echtzeit- und Embedded Systems
No full textReal-time reactive and embedded systems are usually used in circumstances where safety is important and the margin for errors is narrow. These kinds of systems have applicability in a broad band of domains as: automotive, avionics, air traffic control, nuclear power stations, industrial control, etc. As the name denotes, the main feature of "realtime" systems is the criticality of their timeliness. Guaranteeing a certain timeliness requires appropriate testing. As manual testing is burdensome and error prone, automated testing techniques should be developed. Although the importance of having a standard environment for automatic testing is high, the technologies in this area are not sufficiently developed. This thesis reviews the standardized test description language "Testing and Test Control Notation version 3 (TTCN-3)" as a mean for real-time testing and proposes extensions to enable real-time testing with TTCN-3. The aim is to provide a complete testing solution for automatic functional and real-time testing, built around this already standardised testing language. The solution includes an environment for designing and running the tests written in the extended language. As a proof of concept, test examples, designed using the enhanced TTCN-3, are mapped to real-time platform implementations and the timeliness of each implementation is analyzed
(Review article) Sponsorship bias in the comparative efficacy of psychotherapy and pharmacotherapy for adult depression: meta-analysis
No full textBackground:Sponsorship bias has never been investigated for non-pharmacological treatments like psychotherapy.AimsWe examined industry funding and author financial conflict of interest (COI) in randomised controlled trials directly comparing psychotherapy and pharmacotherapy in depression.Method: We conducted a meta-analysis with subgroup comparisons for industry v. non-industry-funded trials, and respectively for trial reports with author financial COI v. those without.Results: In total, 45 studies were included. In most analyses, pharmacotherapy consistently showed significant effectiveness over psychotherapy, g = -0.11 (95% CI -0.21 to -0.02) in industry-funded trials. Differences between industry and non-industry-funded trials were significant, a result only partly confirmed in sensitivity analyses. We identified five instances where authors of the original article had not reported financial COI.ConclusionsIndustry-funded trials for depression appear to subtly favour pharmacotherapy over psychotherapy. Disclosure of all financial ties with the pharmaceutical industry should be encouraged
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