adaptive course authoring: m y o nline t eacher
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Adaptive Course Authoring: M y O nline T eacher. Alexandra Cristea. USI intensive course “Adaptive Systems” April-May 200 3. Index. Adaptive courseware in telecom. framework: Desires & Problems Solution: Adaptive Authoring tool for AH course LAOS & MOT MOT goals Implementation - PowerPoint PPT PresentationTRANSCRIPT
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Adaptive Course Authoring: MMy OOnline TTeacher
Alexandra Cristea
USI intensive course “Adaptive Systems” April-May 2003
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Index
• Adaptive courseware in telecom. framework: • Desires & Problems• Solution: AdaptiveAdaptive Authoring tool for AH course• LAOS & MOT• MOT goals• Implementation• automation• Conclusion & contact info
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Adaptive Courseware in a Telecommunication Framework
• Internet: – widest telecommunication network– enormous source of fast information– strive to use it in education:
• paradigms: life-long learning learning at ones own pace, at ones favorite time and location, etc.
• Web authoring: – ‘by-hand’ into HTML, XML, GIF, JPG, Flash, etc. – w. authoring tools: WCB, Topclass, WebCT,
CyberProf, Instructional Toolkit, Blackboard.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Desires & Problems• Internet power + ‘human touch’ of classroom: 2
ways: – on-line collaboration or– combination of ITS & AH tech. for user
customization
• Ideally: combination of above – (special focus: pedagogical validity of choices +
comb.)
• Problems: – tools ? – from scratch ?
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Adaptive hypermedia course• AH course = hypermedia system to be used by student to learn
about a subjects via, e.g., a web browser. • basic feature: tries to interpret students’ current knowledge (+
student parameters & characteristics) to adapt itself to his learning needs. UMUM
• Ideally: no need for a human teacher!!• Student can:
– choose topics s/he wants to learn about, ask for more info or solve exercises.
• Depending on student actions (pages visited, results of tests) course transparently adapts to the student’s needs.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Adaptive telecommunication courses • In adaptive on-line telecommunication-based
courseware, adaptivity & adaptation are reflected in the different presentation ways and orders in which the study material can be delivered to the different students (+ delivery module).
• Simplifying, one can say that the more alternatives there are, the higher the potential adaptation degree will be. However, this creation of multiple alternatives can be extremely time-consuming
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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The five level AHS authoring model.
MOTMOT
InterfaceInterfaceAHA!AHA!
Goal & constraints model(~lesson)
Domain model + autom. generation
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Layered approach
MOTMOT
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Goals of MOT
• first main steps of creation of adaptive lesson design systems:
1. tool for manipulating concept maps.
• 2. tool for constructing lessons based on CM.
• 3. method for calculating correspondence weights between concept attributes.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Initial DB design• Goal: structure that allows:
– constructing complete concept maps (conceptual hierarchical level) & lessons (lesson level), and store results in db.
• system user = teacher: – composes lessons based on concepts from CM; constructs CM, or
uses existing one.
• Db: 2 parts: – concept domain, – course (or lesson hierarchy) – connected by rel. between C-Attribute (concept attribute) and L-
Attribute (lesson attribute).
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Initial ER-diagram
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Extended ER-diagram
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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The implemented CM:screenshots
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Transformation from CM into Lesson
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Relatedness relation generation• here, concept attributes = related if common topic
(shared keywords at different attribute levels, e.g.: [text]-[keywords],
[keywords]-[introduction], etc). • relation type: at concept level.
– ‘relatedness relations’ shows existence of rel. between concepts.
– If induced from attribute level: automatically attribute name = semantic label for rsp. relatedness relation.
(label can be later changed by teacher).
• We enhance authoring support & increase automatic course generation without restricting flexibility of final product and teacher decision power.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Automatic linking
= main issue in automatic adaptation • system expected to support teacher in creating &
evaluating relatedness relations by calculating correspondence weights between pairs of concepts.
• computing links: symbolic, sub-symbolic. • Here: no. of occurrences of keywords of one
concept in attribute contents of the other concept.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Conclusion
• we presented, in context of tele-communication in education, MOT, a tool for creating adaptive courseware, developed at the Technical University of Eindhoven.
• tele-communication in education contains 2 major parts:– tele-learning – the environment is made to be used via Internet,
from remote sites as well as close sites;
– tele-creation – remote creation via Internet browser.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Discussion
• teacher & student environment to be used on-line, remotely (tele-creation & tele-learning).
• possible in MOT (but also stand-alone).
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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drawbacks stand-alone:• authoring environment:
– multi-modality: created by 1 author alone (or previously via tele-collaboration + exported to student).
= opposed to multiple authors collaborating towards a common / different goals.
• student p.o.v.: – speed. – depending on UM, features adapting to group behavior &
standard behaviorist templates cannot be translated.
/faculty of mathematics and computer science
TU/e eindhoven university of technology
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Web Site(s):
• MOT03:MOT03:• http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/http://wwwis.win.tue.nl/~alex/HTML/USI/MOT/• http://wwwis.win.tue.nl/~alex/http://wwwis.win.tue.nl/~alex/• http://cheetah.win.tue.nl/MOT03/http://cheetah.win.tue.nl/MOT03/