Adaptive Hypermedia Systems for E-Learning

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.

Educational Technology & Society, 2004

Semantic Web and Adaptive Hypermedia come from different backgrounds, but it turns out that actually, they can benefit from each other, and that their confluence can lead to synergistic effects. This encounter can influence several fields, among which an important one is Education. This paper presents an analysis of this encounter, first from a theoretical point of view, and then with the help of LAOS, an Adaptive Hypermedia (authoring) framework that has already taken many steps towards accomplishing the goals of the Semantic Web. Here we also show how the LAOS framework, and more specifically, its implementation, MOT (My Online Teacher), can be re-written in Semantic Web languages, as an exercise of bringing Adaptive Hypermedia and the Semantic Web closer together.

Human-computer interaction, 1993

Advanced Methodologies and Technologies in Modern Education Delivery, 2019

The purpose of adaptive educational hypermedia systems (AEHS) is to provide each learner with learning experiences that have been specially tailored to their specific learning requirements. While the concept of AEHS appears promising, AEHS are very complex systems to design and develop. This chapter reviews a few of the challenges encountered in the design and development of these complex systems and some of the challenges encountered by educators who propose to use AEHS with their students. A number of the skills required by educators to develop positive learning experiences are discussed. In order to successfully use AEHS, educators must decide on what student characteristics to base the adaptive elements of the course. Educators may feel challenged to show the impact that AEHS can have on the learning experience. Educators may have a dilemma in deciding to allow or not to allow (1) student access to their user model and (2) students to edit their user model. Further research is r...

Computer Applications in Engineering Education

Existing adaptive educational hypermedia systems focus on preparing adaptive educational environments for students and educators meeting their needs. In an educational adaptive hypermedia (AH) application, important problems faced by application developers (educators) are to create and update the domain model accurately. This study presents a new reference model and its concept for web-based adaptive educational hypermedia called SAHM (supervised adaptive hypermedia model). The new model redefines the storage layer of existing AH reference models and helps to solve the problems encountered in AH applications. With the help of this proposed model, application developers might develop a domain model of AH applications easily, effectively, and successfully. It is expected that the new SAHM would provide a new direction in designing new and more adaptive systems and new applications. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 60–74, 2013

For recently years the research of adaptation of computer education has been an important topic. Although Adaptive Educational Hypermedia Systems (AEHS) are different disciplines with IMS Learning Design (IMS LD), they have the same goal is to create the best possible environment for a learner to perform his/her learning activities in. How IMS LD addresses many requirements for computer based adaptation and personalized e-Learning is one of the main concerns for researcher in this field. This paper represents an approach to learning design for adaptive learning system for adaptation of learning activities. Constructing set of rules for learning activities adaptation represented in first order logic, and mapping them into IMS LD specification. In addition, an adaptive course of computer science domain in online context is implemented using IMS LD design.

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 ...

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.

Advanced Technology for Learning, 2004

A number of studies in traditional class based education show that students whose learning styles match with the instructional approach "tend to retain information longer, apply it more effectively, and have more effective post course attitudes towards the subject than do their counterparts who experience learning/teaching mismatch. Thus, the goals of a "good instructor" should be both to adapt, at some degree and at least part of the time, his or her instructional approach according to students' learning preferences, and to help students build their skill in their preferred and less preferred learning modes. Taking for granted that in a "student-centered" hypermedia learning environment, learning preferences and design of hypermedia learning applications should be also related, this paper aims to define the structure of the hypermedia design patterns that provide solutions to the problem of how to best support learning preferences via educational hypermedia applications and more specifically via adaptive/adaptable educational hypermedia applications.

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.

… and Adaptive Web- …, 2006

Proceedings of Workshop on …, 2004

This paper discusses the advantages of offering adaptive hypermedia functionality in the e-Learning context through adaptive hypermedia services. We think that this option bridges the gap between the complexity of authoring and the ease-of-use necessary for successful adaptive hypermedia. This paper presents an open architecture for adaptive e-Learning that would make these adaptive hypermedia services possible. It briefly describes two adaptive hypermedia services QuizGuide and NavEx that stands between E-Learning portal and re-usable interactive content providing additional value for teachers and students who want to use content through an e-Learning portal. The value added by QuizGuide and NavEx is the ability to provide navigation support for each student without causing overhead for the teacher. Teachers can bypass the time-consuming process of selecting relevant, reusable content for each course lecture while students receive better guidance when e-Learning is adapted to their learning goals and knowledge.

Proceedings of the SWEL Workshop at …, 2004

Ontologies and metadata standards for the Web can be used to achieve personalization and reuse of content in Educational Adaptive Hypermedia Systems. Web Ontologies can represent the knowledge of the system concerning the educational content, the domain to be taught, and the learner's profile enabling intelligent behavior in building personalized learning objects. Interoperability to reuse of content can be achieved by having the ontologies terminology based on pre-existing standard vocabularies. This paper describes how Semantic Web technologies were applied to the Adaptive Hypermedia System AdaptWeb.

2002

Adaptive learning means offering customized educational environments for each individual. For this to be possible in virtual environments, like the Internet, actual standardized data models for e-learning must be enriched with explicit “machine-processable” semantic information and appropriate inference rules. This would allow Learning Management Systems (LMS) to automatically process and integrate these models meaningfully in order to offer alternative behaviours depending on each learner and his particular needs. This paper analyses the impact of the upcoming Semantic Web, an extension of the current Web in which information is given an explicit meaning, on the consecution of real high-quality adaptive e-learning environments.

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.