WiBAF into a CMS: Personalization in learning environments made easy

Adaptivity has proven successful in reducing navigation and comprehension problems in hypermedia documents. Authoring of adaptive hypermedia documents and especially of the adaptivity in these documents has been problematic or at least labour intensive throughout AH history. This paper shows how the integration of a CMS with an adaptive framework greatly simplifies the inclusion of personalization in existing educational applications. It does this within the context of European project Autism&Uni that uses adaptive hypermedia to offer information for students transitioning from high school to university, especially to cater for students on the autism spectrum as well as for non-autistic students. The use of our Within Browser adaptation framework (WiBAF) reduces privacy concerns because the user model is stored on the end-user's machine, and eliminates performance issues that currently prevent the adoption of adaptivity in MOOC platforms by having the adaptation performed on the end-user's machine as well (within the browser). Authoring of adaptive applications within the educational domain with the system proposed was tried out with first year students from the Design-Based Learning Hypermedia course at the Eindhoven University of Technology (TU/e) to gather feedback on the problems they faced with the platform

WiBAF into a CMS: Personalization in Learning Environments Made Easy

ABSTRACT Adaptivity has proven successful in reducing navigation and comprehension problems in hypermedia documents. Authoring of adaptive hypermedia documents and especially of the adaptivity in these documents has been problematic or at least labour intensive throughout AH history. This paper shows how the integration of a CMS with an adaptive framework greatly simplifies the inclusion of personalization in existing educational applications. It does this within the context of European project Autism&Uni that uses adaptive hypermedia to offer information for students transitioning from high school to university, especially to cater for students on the autism spectrum as well as for non-autistic students. The use of our Within Browser adaptation framework (WiBAF) reduces privacy concerns because the user model is stored on the end-user's machine, and eliminates performance issues that currently prevent the adoption of adaptivity in MOOC platforms by having the adaptation performed on the end-user's machine as well (within the browser). Authoring of adaptive applications within the educational domain with the system proposed was tried out with first year students from the Design-Based Learning Hypermedia course at the Eindhoven University of Technology (TU/e) to gather feedback on the problems they faced with the platform

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

XML Document Adaptation Queries (XDAQ)

Adaptive web applications combine data retrieval on the web with reasoning so as to generate context dependent contents. The data is retrieved either as content or as context specifications. Content data is, for example, fragments of a textbook or e-commerce catalogue, whereas context data is, for example, a user model or a device profile. Current adaptive web applications are often implemented using ad hoc and heterogeneous techniques. This paper describes a novel approach called ”XML Document Adaptation Queries (XDAQ)” requiring less heterogeneous software components. The approach is based on using a web query language for data retrieval (content as well as context) and on a novel generic formalism to express adaptation. The approach is generic in the sense that it is applicable with all web query and transformation languages, for example with XQuery and XSLT

Profile transformation in mobile technology based educational systems : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Science in Information Systems at Massey University, Palmerston North, New Zealand

In order to meet the learning needs from various types of students, computer aided education systems try to include new methods to provide personalized education to every student. From the early 1970s, a lot of adaptive educational systems have been created to provide training on a variety of subjects. Combined with the Internet, the adaptive educational systems have become web-based and even more popular. Recently, the development of mobile technology has made the web-based adaptive educational systems accessible through mobile phones. It is necessary that the students can also receive adaptive educational contents on mobile phones. This research project investigated the possible student's preference differences between Personal Computer (PC) and mobile phone, and then proposed a student profile transformation framework to address such differences. This research project conducted two surveys on the student profile transformation between PC and mobile phone. A demo web-based educational system that could be accessed from both PC and mobile phone was also developed for participants of the surveys to give more real and precise responses. Based on Felder-Silverman Learning Style Theory (Felder, 1993; Felder & Silverman, 1988) and the results of the surveys, this thesis proposes a student profile template and a student profile transformation framework, which both fully considered the influences of device capabilities and locations on students' preferences on mobile phones. Furthermore, the proposed framework integrates a solution for unsupported preferences and preference conflicts. By implementing the proposed template and framework, the students' preference changes between PC and mobile phone are automatically updated according to various device capabilities and locations, and then the students can receive adaptive educational contents that meet their updated preferences

Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model

Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool

Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model

Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

Evaluation of social personalized adaptive E-Learning environments : end-user point of view

The use of adaptations, along with the social affordances of collaboration and networking, carries a great potential for improving e-learning experiences. However, the review of the previous work indicates current e-learning systems have only marginally explored the integration of social features and adaptation techniques. The overall aim of this research, therefore, is to address this gap by evaluating a system developed to foster social personalized adaptive e-learning experiences. We have developed our first prototype system, Topolor, based on the concepts of Adaptive Educational Hypermedia and Social E-Learning. We have also conducted an experimental case study for the evaluation of the prototype system from different perspectives. The results show a considerably high satisfaction of the end users. This paper reports the evaluation results from end user point of view, and generalizes our method to a component-based evaluation framework