31 research outputs found
Interoperability between AEH user models
No full textCreating a good quality Adaptive Educational Hypermedia (AEH) system involves a great expenditure of time, effort and money, especially to author the materials in order to implement adaptivity. Moreover, authoring AEH systems is as hard as maintaining them. Furthermore, with the new advances in AEH development, the authored content in a given system can become outdated very rapidly. When the massive overhead in authoring is combined with the possibility of the current AEH system becoming unavailable due to lack of maintenance, providing interoperability of adaptive systems becomes necessary. This paper describes our research on providing interoperability of user models between different AEH systems via a one-to-one conversion between two AEH systems, MOT and WHURLE. Here, we identify the differences and commonalities and address how these influence the efficiency of the conversion of the two systems' user models. Although this conversion is done via simple peer-to-peer interaction, it can be easily extended to make use of semantic web technologies, as for example RDF or XML conversion formats, or web services for user model exchange. Therefore, we consider that our work on feature extractions sets the basis for such conversions for the Web and Semantic Web
A problem-oriented method for supporting AEH authors through data mining
No full textAlso published online by CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073)Proceeding of International Workshop on Applying Data Mining in e-Learning
ADML'07. Sissi, Lassithi - Crete Greece, 18 September, 2007.One of the main problems with Adaptive Educational Hypermedia Systems (AEHS) is that is very difficult to test whether adaptation decisions are beneficial for all the students or some of them would benefit from a different adaptation. Data mining techniques can provide support to overcome, to a certain extent, this problem. This paper proposes the use of these techniques for detecting potential problems of adaptation in AEH systems. The proposed method searches for symptoms of these problems (called anomalies) through log analysis and tries to interpret the findings. Currently, a decision tree technique is being used for the task.This work has been partially funded by the Spanish Ministry of Science and Education through project TIN2004-03140 and TSI2006-12085. The author C. Vialardi is also funded by Fundacion Carolina
Automatic Authoring of Adaptive Educational Hypermedia
No full textAdaptive Hypermedia (AH) can be considered the solution to the problems arising from the “one-size-fits-all” approach to information delivery prevalent throughout the WWW today. Adaptive Educational Hypermedia (AEH) aims to deliver educational content appropriate to each learner, adapted to his or her preference and educational background. The development of AEH authoring tools has lagged behind that of delivery systems. Recently, AEH authoring has come to the fore, with the aim of automating the complex task of AEH authoring, not only within a system but also porting material between different AEHs. Advances in intra-system automation are described using the LAOS framework, whereby an author is only required to create a small amount of educational material that then automatically propagates throughout the system. Advances in inter-system conversions are also described; the aim is to move away from a “create once, use once” authoring paradigm currently in force with most AEH systems, towards a “create once, use many” paradigm. The goal is to allow authors to use their content in the AEH delivery system of their choice, irrespective of the original authoring environment. As a step along this road, we describe the usage of a single authoring environment (MOT) to deliver content in three independently-designed Educational Hypermedia systems—AHA!, WHURLE and SCORM-compliant Blackboard. Therefore, this chapter describes advances in automatic authoring and conversion towards a simple and flexible AEH authoring paradigm. </jats:p
Automatic authoring of adaptive educational hypermedia
No full textAdaptive Hypermedia (AH) can be considered the solution to the problems arising from the "one-size-fits-all" approach to information delivery prevalent throughout the WWW today. Adaptive Educational Hypermedia (AEH) aims to deliver educational content appropriate to each learner, adapted to their preference and educational background. The development of AEH authoring tools has lagged behind that of delivery systems. Recently AEH authoring has come to the fore, with the aim of automating the complex task of AEH authoring, not only within a system but porting material between different AEHs. Advances in intra-system automation are described using the LAOS framework, whereby an author is only required to create a small amount of educational material which then automatically propagates throughout the system. Advances in inter-system conversions are also described; the aim is to move away from a "create once, use once" authoring paradigm, currently in force with most AEH systems, towards a “create once, use many” paradigm. The goal is to allow authors to use their content in the AEH delivery system of their choice, irrespective of the original authoring environment. As a step along this road we describe the usage of a single authoring environment (MOT) to deliver content in three independently designed Educational Hypermedia systems (AHA!, WHURLE and SCORM-compliant Blackboard). This chapter describes therefore advances in automatic authoring and conversion towards a simple and flexible AEH authoring paradigm
Mitochondrial ROS signalling requires uninterrupted electron flow and is lost during ageing in flies
No full text\ua9 2022, The Author(s). Mitochondrial reactive oxygen species (mtROS) are cellular messengers essential for cellular homeostasis. In response to stress, reverse electron transport (RET) through respiratory complex I generates high levels of mtROS. Suppression of ROS production via RET (ROS-RET) reduces survival under stress, while activation of ROS-RET extends lifespan in basal conditions. Here, we demonstrate that ROS-RET signalling requires increased electron entry and uninterrupted electron flow through the electron transport chain (ETC). We find that in old fruit flies, ROS-RET is abolished when electron flux is decreased and that their mitochondria produce consistently high levels of mtROS. Finally, we demonstrate that in young flies, limiting electron exit, but not entry, from the ETC phenocopies mtROS generation observed in old individuals. Our results elucidate the mechanism by which ROS signalling is lost during ageing
Automatic Authoring of Adaptive Educational Hypermedia
No full textAdaptive Hypermedia (AH) can be considered the solution to the problems arising from the “one-size-fits-all” approach to information delivery prevalent throughout the WWW today. Adaptive Educational Hypermedia (AEH) aims to deliver educational content appropriate to each learner, adapted to his or her preference and educational background. The development of AEH authoring tools has lagged behind that of delivery systems. Recently, AEH authoring has come to the fore, with the aim of automating the complex task of AEH authoring, not only within a system but also porting material between different AEHs. Advances in intra-system automation are described using the LAOS framework, whereby an author is only required to create a small amount of educational material that then automatically propagates throughout the system. Advances in inter-system conversions are also described; the aim is to move away from a “create once, use once” authoring paradigm currently in force with most AEH systems, towards a “create once, use many” paradigm. The goal is to allow authors to use their content in the AEH delivery system of their choice, irrespective of the original authoring environment. As a step along this road, we describe the usage of a single authoring environment (MOT) to deliver content in three independently-designed Educational Hypermedia systems—AHA!, WHURLE and SCORM-compliant Blackboard. Therefore, this chapter describes advances in automatic authoring and conversion towards a simple and flexible AEH authoring paradigm.</jats:p
Neurocognitive functioning in acute or early HIV infection
No full textWe examined neurocognitive functioning among persons with acute or early HIV infection (AEH) and hypothesized that the neurocognitive performance of AEH individuals would be intermediate between HIV seronegatives (HIV-) and those with chronic HIV infection. Comprehensive neurocognitive testing was accomplished with 39 AEH, 63 chronically HIV infected, and 38 HIV-participants. All AEH participants were HIV infected for less than 1 year. Average domain deficit scores were calculated in seven neurocognitive domains. HIV-, AEH, and chronically HIV infected groups were ranked from best (rank of 1) to worst (rank of 3) in each domain. All participants received detailed substance use, neuromedical, and psychiatric evaluations and HIV infected persons provided information on antiretroviral treatment and completed laboratory evaluations including plasma and CSF viral loads. A nonparametric test of ordered alternatives (Page test), and the appropriate nonparametric follow-up test, was used to evaluate level of neuropsychological (NP) functioning across and between groups. The median duration of infection for the AEH group was 16 weeks [interquartile range, IQR: 10.3-40.7] as compared to 4.9 years [2.8-11.1] in the chronic HIV group. A Page test using ranks of average scores in the seven neurocognitive domains showed a significant monotonic trend with the best neurocognitive functioning in the HIV-group (mean rank = 1.43), intermediate neurocognitive functioning in the AEH group (mean rank=1.71), and the worst in the chronically HIV infected (mean rank=2.86; L statistic=94, p<0.01); however, post-hoc testing comparing neurocognitive impairment of each group against each of the other groups showed that the chronically infected group was significantly different from both the HIV-and AEH groups on neurocognitive performance; the AEH group was statistically indistinguishable from the HIV-group. Regression models among HIV infected participants were unable to identify significant predictors of neurocognitive performance. Neurocognitive functioning was worst among persons with chronic HIV infection. Although a significant monotonic trend existed and patterns of the data suggest the AEH individuals may fall intermediate to HIV-and chronic participants, we were not able to statistically confirm this hypothesis. © The Author(s) 2010
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
Improving AEH courses through log analysis
No full textAuthoring in adaptive educational hypermedia environment is complex activity. In
order to promote a wider application of this technology, the teachers and course designers need
specific methods and tools for supporting their work. In that sense, data mining is a promising
technology. In fact, data mining techniques have already been used in E-learning systems, but
most of the times their application is oriented to provide better support to students; little work
has been done for assisting adaptive hypermedia authors through data mining. In this paper we
present a proposal for using data mining for improving an adaptive hypermedia system. A tool
implementing the proposed approach is also presented, along with examples of how data
mining technology can assist teachers.This work has been partially funded by the Spanish Ministry of Science and
Education through project HADA (TIN2007-64716). The first author is also funded
by Fundación Carolina
