Personalization in cultural heritage: the road travelled and the one ahead

Over the last 20 years, cultural heritage has been a favored domain for personalization research. For years, researchers have experimented with the cutting edge technology of the day; now, with the convergence of internet and wireless technology, and the increasing adoption of the Web as a platform for the publication of information, the visitor is able to exploit cultural heritage material before, during and after the visit, having different goals and requirements in each phase. However, cultural heritage sites have a huge amount of information to present, which must be filtered and personalized in order to enable the individual user to easily access it. Personalization of cultural heritage information requires a system that is able to model the user (e.g., interest, knowledge and other personal characteristics), as well as contextual aspects, select the most appropriate content, and deliver it in the most suitable way. It should be noted that achieving this result is extremely challenging in the case of first-time users, such as tourists who visit a cultural heritage site for the first time (and maybe the only time in their life). In addition, as tourism is a social activity, adapting to the individual is not enough because groups and communities have to be modeled and supported as well, taking into account their mutual interests, previous mutual experience, and requirements. How to model and represent the user(s) and the context of the visit and how to reason with regard to the information that is available are the challenges faced by researchers in personalization of cultural heritage. Notwithstanding the effort invested so far, a definite solution is far from being reached, mainly because new technology and new aspects of personalization are constantly being introduced. This article surveys the research in this area. Starting from the earlier systems, which presented cultural heritage information in kiosks, it summarizes the evolution of personalization techniques in museum web sites, virtual collections and mobile guides, until recent extension of cultural heritage toward the semantic and social web. The paper concludes with current challenges and points out areas where future research is needed

Continuous use of authoring for adaptive educational hypermedia : a long-term case study

Adaptive educational hypermedia allows lessons to be personalized according to the needs of the learner. However, to achieve this, content must be split into stand-alone fragments that can be processed by a course personalization engine. Authoring content for this process is still a difficult activity, and it is essential for the popularization of adaptive educational hypermedia that authoring is simplified, so that the various stakeholders in the educational process, students, teachers, administrators, etc. can easily work with such systems. Thus, real-world testing with these stakeholders is essential. In this paper we describe recent extensions and improvements we have implemented in the My Online Teacher MOT3.0 adaptation authoring tool set, based on an initial set of short-term evaluations, and then focus on describing a long-term usage and assessment of the system

MULTIMEDIA INTERFACE AS A SUPPORT TOOL FOR LOGISTICS DECISION-MAKING

Growing complexity of problems of logistics management in enterprises anddifferentiation of the used applications without common database force businesses tosearch for solutions which facilitate the processes of logistics decision-making. One ofthe concepts proposed in this chapter is a design of decision-maker/logistics interface.Firstly, technologies of corporate portals were described, being a basis for ergonomicand useful interface. Next the properties typical of functional multimedia interfaceadapted to the logistics decision-makers’ needs were listed. Further in the chapter,methodological assumptions for interface creation were made whereas the benefitsbrought by personalization of both form (in terms of topography, colours andarrangement of main components of the interface) and content were emphasized.corporate portal, dynamic internet applications, graphical user interface model;

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

Adaptation “in the Wild”: Ontology-Based Personalization of Open-Corpus Learning Material

Abstract. Teacher and students can use WWW as a limitless source of learning material for nearly any subject. Yet, such abundance of content comes with the problem of finding the right piece at the right time. Conventional adaptive educational systems cannot support personalized access to open-corpus learning material as they rely on manually constructed content models. This paper presents an approach to this problem that does not require intervention from a human expert. The approach has been implemented in an adaptive system that recommends students supplementary reading material and adaptively annotates it. The results of the evaluation experiment have demonstrated several significant effects of using the system on students ’ learning

Adaptation “in the Wild”: Ontology-Based Personalization of Open-Corpus Learning Material

Teacher and students can use WWW as a limitless source of learning material for nearly any subject. Yet, such abundance of content comes with the problem of finding the right piece at the right time. Conventional adaptive educational systems cannot support personalized access to open-corpus learning material as they rely on manually constructed content models. This paper presents an approach to this problem that does not require intervention from a human expert. The approach has been implemented in an adaptive system that recommends students supplementary reading material and adaptively annotates it. The results of the evaluation experiment have demonstrated several significant effects of using the system on students’ learning.\u

A Process Framework for Semantics-aware Tourism Information Systems

The growing sophistication of user requirements in tourism due to the advent of new technologies such as the Semantic Web and mobile computing has imposed new possibilities for improved intelligence in Tourism Information Systems (TIS). Traditional software engineering and web engineering approaches cannot suffice, hence the need to find new product development approaches that would sufficiently enable the next generation of TIS. The next generation of TIS are expected among other things to: enable semantics-based information processing, exhibit natural language capabilities, facilitate inter-organization exchange of information in a seamless way, and evolve proactively in tandem with dynamic user requirements. In this paper, a product development approach called Product Line for Ontology-based Semantics-Aware Tourism Information Systems (PLOSATIS) which is a novel hybridization of software product line engineering, and Semantic Web engineering concepts is proposed. PLOSATIS is presented as potentially effective, predictable and amenable to software process improvement initiatives

A model for hypermedia learning environments based on electronic books

Designers of hypermedia learning environments could take advantage of a theoretical scheme which takes into account various kinds of learning activities and solves some of the problems associated with them. In this paper, we present a model which inherits a number of characteristics from hypermedia and electronic books. It can provide designers with the tools for creating hypermedia learning systems, by allowing the elements and functions involved in the definition of a specific application to be formally represented A practical example, CESAR, a hypermedia learning environment for hearing‐impaired children, is presented, and some conclusions derived from the use of the model are also shown

The value of adaptive link annotation in e-learning: A study of a portal-based approach

This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Proceedings of the 21st ACM conference on Hypertext and hypermedia, http://dx.doi.org/10.1145/1810617.1810657Adaptive link annotation is one of the most popular adaptive educational hypermedia techniques. It has been widely studied and demonstrated its ability to help students to acquire knowledge faster, improve learning outcomes, reduce navigation overhead, increase motivation, and encourage the beneficial non-sequential navigation. However, almost all studies of adaptive link annotation have been performed in the context of dedicated adaptive educational hypermedia systems. The role of this technique in the context of widely popular learning portals has not yet been demonstrated. In this paper, we attempt to fill this gap by investigating the value of adaptive navigation support embedded into the learning portal. We compare the effect of portal-based adaptive navigation support to both the effect of the adaptive navigation support in adaptive educational hypermedia systems and to non-adaptive learning portals.This work is supported by National Science Foundation under Grant IIS-0447083, Spanish Ministry of Science and Education (TIN2007-64718) and the Comunidad Autónoma de Madrid (S2009/TIC-1650

Model-driven description and validation of composite learning content

Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to design as dynamic configurations cannot easily be predicted and tested. A tool-supported technique based on CAVIAr can alleviate this complexity through the validation of a set of pedagogical and non-pedagogical requirements. Courseware validation checks intra- and inter-content relationships and the compliance with requirements and educational theories