Adaptive hypermedia Services for E-learning

International Journal of …, 2010

The domain of traditional hypermedia is revolutionized by the arrival of the concept of adaptation. Currently the domain of Adaptive Hypermedia Systems (AHS) is constantly growing. A major goal of current research is to provide a personalized educational experience that meets the needs specific to each learner (knowledge level, goals, motivation etc...). In this article we have studied the possibility of implementing traditional features of adaptive hypermedia in an open environment, and discussed the standards for describing learning objects and architectural models based on the use of ontologies as a prerequisite for such an adaptation.

D. University of Craiova, 2008

Today's e-learning is dominated by the Learning Management Systems (LMS), such as Blackboard, Moodle, ATutor or dotLRN; these represent integrated systems which offer support for a wide area of activities in the e-learning process. Thus teachers can use LMS for the creation of courses and test suites, for communicating with the students, for monitoring and evaluating their work; students can learn, communicate and collaborate by means of LMS.

Proc. of IADATe-2004, Bilbao, Spain, 2004

The e-learning systems can adapt courseware contents in a way based on a model of goals, preferences and knowledge of each individual user, which he/she demonstrates during the overall learning process. While goals and preferences can use adaptation forms such as a questionnaire for determining the user stereotype, more advanced Learning Management Systems (LMS) can also adapt the learning process based on the behaviour of the user during the course. All this information about user preferences, knowledge and behaviour is accumulated and treated in a user model which is a kind of repository about the user and forms the hearth of a learner centric and adaptable system. Adaptive hypertext provides authors of LMS with a powerful solution of the problems of selecting information that is appropriate to the diverse needs of users, and it is most commonly implemented in e-learning systems. The most important adaptive techniques are adaptive navigation support, adaptive presentation and adaptive content selection. They are included in two modern approaches for selecting courseware material to be presented to learners: Adaptive Hypermedia (AH) and IMS Simple Sequencing (SS). The paper describes the differences between these two approaches and tries to select the best features of each one in order to create a common and powerful model for adaptive e-learning system. As a result of our comparison, we propose a model providing dynamic course generation techniques in order to generate appropriate course sequences for adaptive user understanding of the subject domain. Next, we show how this model can be applied in the ARCADE (Architecture for Reusable Courseware Authoring and Delivery) platform, which has been developed and is currently widely used in Sofia University.

2002

Adaptive Hypermedia Systems are capable of delivering personalized learning content to learners across the WWW. Learning Environments provide interfaces and support services to aid tutors in course construction and aid learners in navigating those courses. However, most Learning Environments deliver content sourced from local repositories. This content tends not to offer adaptive features that Adaptive Hypermedia Systems are capable of delivering. Adaptive Hypermedia Systems, which are generally Web-based, could be ...

Proceedings of ED-MEDIA, 1995

2008

Human-computer interaction, 1993

EdMedia: World Conference on Educational Media and Technology, 2002

Adaptive Hypermedia Systems are capable of delivering personalized learning content to learners across the WWW. Learning Environments provide interfaces and support services to aid tutors in course construction and aid learners in navigating those courses. However, most Learning Environments deliver content sourced from local repositories. This content tends not to offer adaptive features that Adaptive Hypermedia Systems are capable of delivering. Adaptive Hypermedia Systems, which are generally Web-based, could be viewed as personalized content services, with the capacity to deliver content to many Learning Environments. However, in order to coordinate the correct cooperation of the Adaptive Hypermedia Service and the Learning Environment knowledge and information models need to be exchanged, e.g. learner profile, assessment information, pedagogical constraints. There does not exist, however, a standardized mechanism for integrating Adaptive Hypermedia Services with Learning Environments. In this paper the requirements for the generic integration of Adaptive Hypermedia Services with Open Learning Environments is explored. The main aim of such integration should be to work within a framework that allows for minimal impact on current Adaptive Hypermedia Services and Learning Environment implementations, while allowing for maximum standards-based interworking. This paper proposes and architecture and interface to support the collaboration of Adaptive Hypermedia Service and Learning Environments.

Adaptive Technologies for Training and Education, 2012

Adaptive hypermedia is a relatively new direction in research at the crossroads of hypermedia and user modeling. Adaptive hypermedia systems build a model of the goals, preferences and knowledge of each individual user and use this model throughout the interaction with the user, in order to adapt to the needs of that user. Educational hypermedia was one of the first application areas for adaptive hypermedia and is currently one of the most popular and well-investigated. The goal of this presentation is to explain the nature and the mechanism of adaptation in educational adaptive hypermedia and to provide several examples of using adaptive hypermedia in educational and training applications of different natures and complexity.

Fourth International Conference on Information, Communications and Signal Processing, 2003 and the Fourth Pacific Rim Conference on Multimedia. Proceedings of the 2003 Joint, 2003

Adaptive hypermedia system is a result from research on Adaptive hypermedia and User Modeling. This system is divided into different types. There are educational hypermedia, on-line help systems, information retrieval hypermedia, institutional hypermedia, and systems for managing personalized views in information spaces. Adaptive hypermedia systems build model of the goals, preferences and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user. The goal of this paper is to present literature review of Adaptive Educational Hypermedia Systems including the architecture, approaches and techniques involved in building it.