Adaptive Courseware Design Based on Learner Character

2008

Educational hypermedia systems seek to provide adaptive naviga-tion, whereas intelligent web-based learning systems seek to provide adaptive courseware generation. The design of powerful authoring frameworks by merg-ing the authoring approaches used in the above mentioned systems is recog-nized as one of the most interesting questions in adaptive web-based educa-tional systems. In this paper we address adaptive hypermedia authoring propos-ing an authoring framework that combines the approach of automatic course-ware generation with the paradigm of educational hypermedia systems based on the use of ontologies and learning object metadata.

Authoring Tools for Advanced Technology Learning …, 2003

Journal of Computing and Information Technology, 2005

Adaptive hypermedia courseware systems resolve the problem of users' disorientation in hyperspace through the adaptive navigation and presentation support. We describe the AHyCo (Adaptive Hypermedia Courseware)-an adaptive Web-based educational system for creation and reuse of adaptive courseware with emphasis on adaptive navigation support and lessons sequencing. The proposed model consists of the domain model, the student model, and the adaptive model. The system is composed of two environments: the authoring environment and the learning environment.

Proceedings of ED-MEDIA, 1995

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...

Adaptive Hypermedia and Adaptive Web-Based …, 2006

In this paper we propose a set of guidelines for an adaptive authoring environment of adaptive educational hypermedia. This set consists of relevant and necessary functionalities of authoring systems (AS) for adaptive teaching and/or learning environments (LE). We extracted the core functionalities by analysing MyEnglishTeacher (MyET) and AIMS -two independently designed and built AS for adaptable/ adaptive LE. The extended core led us to a conceptbased layered approach with respect to concept-and attribute-level adaptation, as well as lesson and presentation adaptation. We believe that providing adaptive authoring support for adaptive hypermedia will have a strong impact on the authors' motivation and efficiency in performing their tasks and consequently will increase the popularity of adaptive hypermedia.

Journal of Universal Computer Science, 2008

Abstract: After more than ten years of research aiming at defining methods and techniques to deliver personalized instruction, Adaptive Educational Hypermedia Systems have not made the jump into real practice systems. Reasons for this include the complexity of their ...

In this paper we focus on adaptive instruction and especially on the educational perspective that should underlie the development of web-based Adaptive Educational Hypermedia (AEH) systems used for Internet-based distance education. A design rational and guidelines are proposed for adaptive instruction in the context of AEH systems, which unify several processes that formulate system's adaptation such as structuring the domain knowledge, developing the content, planning individualised instruction and support, assessment, and learner control opportunities. The main aim of this approach is to incorporate a variety of pedagogical models and learning theories in order to accommodate the diversity needs and perspectives of learners and teachers. Paradigms of the way these guidelines have been implemented mainly in INSPIRE (INtelligent System for Personalized Instruction in a Remote Environment) as well as in other AEH systems, are provided. Finally results from an expert review of INSPIRE's instructional design are also reported.

2006

In this paper we focus on adaptive instruction and especially on the educational perspective that should underlie the development of web-based Adaptive Educational Hypermedia (AEH) systems used for Internet-based distance education. A design rational and guidelines are proposed for adaptive instruction in the context of AEH systems, which unify several processes that formulate system's adaptation such as structuring the domain knowledge, developing the content, planning individualised instruction and support, assessment, and learner control opportunities. The main aim of this approach is to incorporate a variety of pedagogical models and learning theories in order to accommodate the diversity needs and perspectives of learners and teachers. Paradigms of the way these guidelines have been implemented mainly in AEH systems, are provided.