Is Semi-Automatic Authoring of Adaptive Educational Hypermedia Possible?

Abstract

Adaptive Hypermedia (AEH) is considered, in principle, superior to regular Hypermedia, due to the fact that it allows personalization and customization. However, the creation of good quality AEH is not trivial. Nowadays, a lot of research concentrates on the authoring challenge in adaptive hypermedia. We previously introduced the LAOS model, a five-layer adaptive hypermedia authoring model that describes AEH in a detailed way, to allow flexible re-composition of its elements, according to the personalization requirements. However, such a detailed structure claims a lot of time to populate with AEH instances. Alternatively, we propose semi-automatic authoring techniques that populate the whole structure based on a small initial subset that has been actually authored by a human. We analyze here the different possible initial subsets, and the resulting structures, based on the LAOS architecture. Moreover, we examine if the flexibility of the whole was in any way affected by the replacement of human authoring with automatic authoring. We see the latter as yet another step towards adaptive hypermedia that 'writes itself'.

Towards more efficient generic semantic authoring for adaptive hypermedia

“…based on the extant MOT authoring system; -based on the many evaluations [21,23,24] performed with students and specialists of the MOT environment (in the roles of Authors as well as Learners) -based on the new theoretical developments: o based on theoretical papers about authoring models, such as LAOS [18,39], LAG [9], others [38], o research on patterns in AEH [379] o automatization in authoring [26,28,29], conversion research between A(E)H systems [22], o relation between Semantic Web and AEH [25], o collaborative models for AEH [35] o adaptation languages for AEH [19,38] o Visualization in AEH authoring [4] o Authoring research for AEH [12,13,14,16,17,20,3031] o general adaptive hypermedia research [32,33,34], -the output to a special XML intermediate format, called CAF [22] should be preserved; this format however can be extended on the longer run, when the needed representation changes; this format ensures the independence from both authoring systems, as well as delivery systems for adaptive (educational) hypermedia, as it could, in principle, be used by any authoring environment that is able to export materials in it, as well as it can be used by different adaptation delivery systems that can read it. Therefore, it represents a step towards interoperability and standardization; -output to another standard semantic web [54] format, beside XML, the RDF format [46], should be added, for extended compatibility; -the internal representation in MySQL [44] should be preserved; -compatibility with other delivery systems, such as WHURLE [40] and the SCORM compliant Blackboard [4], should be preserved; The exact working method and steps for fulfilling these goals was as follows:…”

Adapting Learning Activity Selection to Emotional Stability and Competence

“…Adapting ITS to individual learner characteristics helps learners to achieve learning goals and supports personalized learning (Brusilovsky, 1998a,b;Ford and Chen, 2000;Drachsler et al, 2008a;Santos and Boticario, 2010). Several studies have shown that the main problem with traditional e-learning is the lack of learner satisfaction due to delivering the same learning experience to all learners, irrespective of their prior knowledge, experience, and preferences (Ayersman and von Minden, 1995;Cristea, 2003;Rumetshofer and Wöß, 2003;Stewart et al, 2005;Di Iorio et al, 2006;Sawyer et al, 2008). Researchers have tried to address this dissatisfaction by attempting to personalize the learning experience for the learner.…”

La personalización de ambientes educativos digitales basados en estilos de aprendizaje y estilos cognitivos. Una revisión sistemática sobre su eficacia y percepción / The personalization of digital educational environments based on learning styles...

“…Se da por sentado que todos los educandos deben aprender de igual forma dejando de lado sus características individuales y la forma como prefieren aprender, interactuar, percibir o procesar la información que se les presenta. Con el empleo de las Tecnologías de la Información y la Comunicación (TIC), diversas propuestas educativas han incorporado enfoques de personalización en ambientes educativos digitales (Brusilovsky, 2001;Cristea y Garzotto, 2004;Brown, Cristea, Stewart y Brailsford, 2005; Mampadi, Chen, S., Ghinea y Chen, M., 2011 ;Prieto, 2006). Estos ambientes tradicionalmente se han denominado sistemas hipermedia adaptativos y con el paso del tiempo han incluido algunos términos en su denominación (elearning, web, LMS, entre otros).…”