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

MOT meets AHA!

MOT (My Online Teacher) is an adaptive hypermedia system (AHS) web-authoring environment. MOT is now being further developed according to the LAOS five-layer adaptation model for adaptive hypermedia and adaptive web-material, containing a domain -, goal -, user -, adaptation – and presentation model. The adaptation itself follows the LAG three-layer granularity structure, figuring direct adaptation techniques and rules, an adaptation language and adaptation strategies. In this paper we shortly describe the theoretical basis of MOT, i.e., LAOS and LAG, and then give some information about the current state of MOT. The purpose of this paper is to show how we plan the design and development of MOT and the well-known system AHA! (Adaptive Hypermedia Architecture), developed at the Technical University of Eindhoven since 1996. We aim especially at the integration with AHA! 2.0. Although AHA! 2.0 represents a progress when compared to the previous versions, a lot of adaptive features that are described by the LAOS and the adaptation granulation model and that are being implemented into MOT are not yet (directly) available. So therefore AHA! can benefit from MOT. On the other hand, AHA! offers a running platform for the adaptation engine, which can benefit MOT in return

Adaptive applications to assist students with autism in succeeding in higher education

Abstract. In this demo we discuss a few possible scenarios showing adaptation of presentation and information to assist autistic students in succeeding in higher education. These students not only have specific information need, they are also more concerned about their privacy. We use WiBAF (Within Browser Adaptation Framework) for user modeling and adaptation to give users control over the sharing of their data

Writing MOT, Reading AHA! Converting between an authoring and a delivery system for adaptive educational hypermedia

This paper reports about the recent advances towards establishing a common platform for adaptive educational hypermedia (AEH) authoring. We present the conversion from MOT, a dedicated authoring system, to AHA! used in this context as delivery system for AEH. Moreover, we describe two new representation languages that emerged in the process: a common format for defining the static material, CAF, and an extended adaptation language for the description of the dynamic behaviour, LAG. Finally, some evaluations are shown and conclusions are drawn

Empirical evaluation of learning styles adaptation language

Typically, the behavior of adaptive systems is specified by a set of rules that are hidden somewhere in the system's implementation. These rules deal with instances of the domain model. The purpose of our approach was to specify the adaptive response of the system at a higher level (able to be applied and reused for different domains or adaptive applications) in an explicit form, that we call an adaptation language. Therefore our intention was to specify this response corresponding to some higher-level user traits (e.g., dealing with generic names instead of instances). To show the support for these higher-level traits we have chosen learning styles (LS) as an implementation field. We defined an XML-based adaptation language LAG-XLS for the AHA! (Adaptive Hypermedia Architecture) system. In this paper we will briefly present LAGXLS and then focus on empirical evaluation of this novel methodology – thereby alleviating one of the problematic issues in adaptive hypermedia (AH) and AH authoring: the lack of empirical analysis

Authoring of learning styles in adaptive hypermedia : problems and solutions

Learning styles, as well as the best ways of responding with corresponding instructional strategies, have been intensively studied in the classical educational (classroom) setting. There is much less research of application of learning styles in the new educational space, created by the Web. Moreover, authoring applications are scarce, and they do not provide explicit choices and creation of instructional strategies for specific learning styles. The main objective of the research described in this paper is to provide the authors with a tool which will allow them to incorporate different learning styles in their adaptive educational hypermedia applications. In this way, we are creating a semantically significant interface between classical learning styles and instructional strategies and the modern field of adaptive educational hypermedia

A step towards commercial adaptive hypermedia

As is well known in the Adaptive Hypermedia (AH) community, AH systems (AHS) have a tendency to be academic systems only, mainly used as personalized learning tools. There is, however, a strong desire in AH to extend beyond the world of education and research, and move towards the "real" world, i.e., the commercial world. We are here presenting such an expansion, in the form of an extension of an existing commercial authoring tool for WYSIWYG (Web-)content, Content-e, with AH capability. The extended product is called Content-e/LAOS, as it is based on the LAOS framework for authoring of adaptive hypermedia. The paper presents Content-e/LAOS, one of the first commercial AHS, as well as some evaluation results