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Adaptive hypermedia: A new paradigm for educational software
Adaptive hypermedia: A new paradigm for educational software
Heiko Spallek, DMD, PhDCenter for Dental Informatics
University of Pittsburgh, School of Dental Medicine, Pittsburgh, PA
June 2003, Natcher Conference Center, NIH, Bethesda, MD
Dental Informatics and Dental Research: Making the Connection
Adaptive hypermedia: A new paradigm for educational software
Online Education
off the shelf vs. custom tailored
Adaptive hypermedia: A new paradigm for educational software
Adaptive hypermedia: A new paradigm for educational software
Formative evaluation of a new intelligent tutoring system
Survey among participants of online CDE courses
Evaluation of an intranet
Collaborative effort to increase the quality of online instructional material
Evaluation of available dental resources on the Web
Adaptive hypermedia: A new paradigm for educational software
The technologically well-equipped dental office. (JADA)
Dental informatics: A cornerstone for dental practice. (JADA)
Information Retrieval on the Internet: A Guide for Dental Practitioners. (DCNA)
An Evaluation of Five Dental Internet Portals. (JADA)
Educational implications for copyright in a digital world. (JDE)
Internet basics. (JACD)
Adaptive hypermedia: A new paradigm for educational software
Other Research•Dental / Medical Informatics•Usability / Human Computer Interaction •Educational Research
•Consulting Assignments•Web design & custom content management •Publishing and eCommerce•Community building Website
Teaching Experience•courses for predoctoral students •seminars graduate students •CDE for dental professionals
Adaptive hypermedia: A new paradigm for educational software
Intelligent tutoring system (2003)
IDR, a self-maintaining database-driven repository (2001)
3D Interactive Anterior PFM Crown Preparation (2000)
IT course for predoctoral students, Web-enhanced (1999)
Online Continuing Dental Education courses at Temple University, (1997)
Computer-based Training in Periodontology (1995)
Adaptive hypermedia: A new paradigm for educational software
Hype About E-learning
General number of online courses 50,000 100,000 between 1998 and 1999 * online learning market: $2.2 billion in 2001, estimated: $4.5 billion in 2003 ** 95% of higher education institutions employ e-learning systems (Gartner, 2002)***
Dentistry 1998: 158 online continuing dental education (CDE) courses from 32 providers 2003: DentalxChange only: 489 courses in 23 different categories
* International Data Corp. **ThinkEquity Partners
*** Gartner, Inc.
Adaptive hypermedia: A new paradigm for educational software
Reality check“E-learning is the revenge of the nerds.”
evaluation of 158 online continuing dental education uncovered major deficiencies in existing Web-based CDE courses *
no author indicated relation between course length and credit hours varies
market for course shells immature no standards → risk of losing content no peer-review process for online learning resources → no academic credit usually no formative or summative evaluation in dentistry: no one has reported profits yet (break even for online course: 300-500 participants)
* Schleyer T, Pham T. Online continuing dental education. Journal of the American Dental Association 1999;130(June):848-854,877-878
Adaptive hypermedia: A new paradigm for educational software
Adaptive hypermedia: A new paradigm for educational software
Current state-of-the-art dental online course
collection of static Web pages translations of existing lecture notes existing course manuals existing papers
= first generation online course model:Course material is still implicitly oriented for a traditional on-campus audience!
Adaptive hypermedia: A new paradigm for educational software
Generations of online courses
1. Generation static pages
2. Generation adapted by the instructor to different audiences (static versions of the same course saved at different locations)
3. Generation adaptive to the individual learner
Adaptive hypermedia: A new paradigm for educational software
Adaptive hypermedia: A new paradigm for educational software
Adaptive Hypermedia (AH)
- new direction of research - crossroads of hypermedia and user modeling- model of the goals, preferences, knowledge of each individual user- use of model throughout interaction with user- adapt to the needs of user
Brusilovsky 1996, Brusilovsky 2001
Adaptive hypermedia: A new paradigm for educational software
Definition User Model
- “mental state” of the user *- AH system keeps a model of the user - to adapt teaching sequence, presentation - for each Knowledge Item (KI)
- individual user model
- estimation of the user’s knowledge level of this concept **
* De Bra and Calvi 1998
** Brusilovsky 1996
Adaptive hypermedia: A new paradigm for educational software
Adaptivehypermediatechnologies
Adaptivepresentation
Adaptivenavigation support
AdaptiveMultimedia
presentation
Adaptive textpresentation
Adaptationof modality
Canned textadaptation
Naturallanguage adaptation
Inserting/Removingfragments
Alteringfragments
Sortingfragments
Dimmingfragments
Strechtext
Direct guidance
Adaptive linksorting
Adaptive linkhiding
Adaptive linkgeneration
Map annotation
hiding
disabling
removal
The updated taxonomy of adaptive hypermedia technologies; Brusilovsky, P. (2001) Adaptive hypermedia. User Modeling and User Adapted Interaction, Ten Year Anniversary Issue (Alfred Kobsa, ed.) 11 (1/2), 87-110
Taxonomy of AH Technologies
Adaptive hypermedia: A new paradigm for educational software
Adaptive navigation support technology
- changing the appearance of visible links
= generalization of curriculum sequencing technology in a hypermedia context
- direct guidance, adaptive link annotation, adaptive link hiding
Adaptive presentation technology
- adapt the content of a Web page to the user's goals, knowledge and other information stored in the user model
- pages are adaptively generated or assembled from pieces for each user
Adaptive hypermedia: A new paradigm for educational software
Curriculum Sequencing
active - implies a learning goal- best individual path to achieve the goal
passive- reactive technology- offers the user a subset of available learning material fill the gap in student's knowledge
Adaptive hypermedia: A new paradigm for educational software
Conceptual architecture
1. What features of the learner can be used as a source of the adaptation?
2. What can be adapted in a technical feasible manner?
Adaptive hypermedia: A new paradigm for educational software
1. What features of the learner can be used as a source of the adaptation?
user’s knowledge- pre-test results- completion of quizzes throughout the course
user’s interests/goals- selection of a specific learning goal
user’s traits- learning style
Adaptive hypermedia: A new paradigm for educational software
AH system stores information
User ModelUser Info Course Info
Learning Goal Knowledge Items
A G B D E H O J L T
User
provides enrollment information
Demographic Information
Demographic
Access
Privacy
AccessRightsPrivacyInformationLearningGoal
performes pre-test
A
Estimation of user’s knowledge
Knowledge Assessment
GB
DE H
OJ
L
T
Learning style
Final test
Test history
provides traits
LearningStyle AH system
compiles KIsAH system
compiles pre-testEstimation of
user’s knowledgeAH system adjusts KIs
used for adaptation effect
AH system compiles curriculum
AH system adjusts user model
Test results are used for revising the user model.
O
Eligibility for Final Test
A G B E HJ
T
Final test
AH system compiles finalAH system
evaluates final
Test results
Adaptive hypermedia: A new paradigm for educational software
Technical Implementation
Learner Environment
Authoring Tool
Adaptive hypermedia: A new paradigm for educational software
Technology
Purpose Technology
Web server for hosting IIS on MS-Windows 2000 Server
Programming language Scripting language: PHP version 4 and Perl-compatible regular expression
Database (highly granular storage) MySQL version 3.23.47 on Linux
Validation of user input JavaScript
Authentication Cookies
Adaptive hypermedia: A new paradigm for educational software
Authoring Tool
views of KIs- abbreviated version of the core explanation (short)- for novice users (basic)- very detailed high-level textual explanation (main)- for graduate level knowledge (advanced)
multiple-choice questions fill-in-the-blank questions descriptive examples online examples prerequisites KI metadata: keywords, semantic
Adaptive hypermedia: A new paradigm for educational software
Learner Environment
General design approach follows Mark Weiser’s idea:
“The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it.”
Scientific American, 265(3):94--104, September 1991
Adaptive hypermedia: A new paradigm for educational software
Evaluation
1. initial review (cognitive walkthroughs )
2. alpha-test (task-oriented)
3. formative evaluation (heuristic evaluation & end-user testing)
4. summative evaluation (end-user testing) [planned]
Adaptive hypermedia: A new paradigm for educational software
Cognitive Walkthroughs
Goal: solve anticipated problems before bringing the course to users for testing
- performed independent and under observation of the developer
Results (encountered problems were fixed immediately )- confusing labels of fields- confusing options during enrollment- missing guidance on start page- repetition of test questions- inadequate feedback for wrong answers
Adaptive hypermedia: A new paradigm for educational software
Alpha Test
task-oriented alpha test- complete the course - determine deficiencies (educational, instructional design, technical,
design and layout)- send an unstructured informal feedback
Results (encountered problems were fixed immediately )- general feedback was positive- personal tutor concept was beneficial- 12 specific usability, functionality issues were discovered (regarding: change
of setting, annotations, quiz, flow, sequencing)
Adaptive hypermedia: A new paradigm for educational software
Formative Evaluation I
Usability Inspection: Heuristic Evaluation
- general heuristic for UI design (Jakob Nielsen)- heuristic extracted from ANSI standard “Guidelines for the Design of
Education Software”
Adaptive hypermedia: A new paradigm for educational software
Formative Evaluation II
End-user testing− separation between delivery (media) and instructional method
− use of a validated instrument
Evaluation of– participants’ reactions
– achievement of program objectives
• changes in student learning
• values
• motivations
• ability to transfer knowledge acquired outside the instructional setting
Adaptive hypermedia: A new paradigm for educational software
Conclusions
• applying of established principles of AH research• state-of-the-art programming environment• separation of content and design• Web-based delivery system For the first time, a dental educational delivery system adapts itself
dynamically using active and passive curriculum sequencing and adaptive presentation.
authoring process = challenge ** Brusilovsky, Eklund, and Schwartz 2002
* De Bra and Calvi 1998
Adaptive hypermedia: A new paradigm for educational software
Adaptive Hypermedia— A New Paradigm
for Educational Software
old• broadcast model• one-size-fits-all approach
new• adaptive hypermedia for individual teaching approach• every learner is “special”
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