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ADALE’06 Dublin June 20, 2006
Issues in developing adaptive learning management systems for higher education
institutions
Jesus G. Boticario, Olga C. Santos
aDeNu Research Group
{jgb, ocsantos}@dia.uned.es
http://adenu.ia.uned.es/
alfanet.ia.uned.esalfanet.ia.uned.es
ADALE’06 Dublin June 20, 2006
OverviewOverview
• EHEAEHEA– ChallengesChallenges
– RequirementsRequirements
• aLFaLFaNETaNET (IST-2001-33288) (IST-2001-33288)
– ApproachApproach
– FeaturesFeatures
– ComponentsComponents
– Evaluation & Lessons LearnedEvaluation & Lessons Learned
• ConclusionsConclusions
ADALE’06 Dublin June 20, 2006
Reports and European Programmes => (Dearing, Bricall, E-Learning, eLearning Programme…)
EHEA ChallengesEHEA Challenges
Student-centred learning
DFEE-UK 1998We recommend that, … HE give high priority to … implementing learning and teaching strategies which focus on the promotion of students’ learning
eLearning (EU) (2001-04; 2004-06)help “the learner to match his or her own needs for personal development” provide “facilities for LLL to upgrade the skills of people with disabilities”
User-centred learning = eLearning ?
eLearning Programme 2004-06
“e-learning takes into account individual needs and learning-styles, … not based on a "one size fits all" philosophy”
ADALE’06 Dublin June 20, 2006
EHEA RequirementsEHEA RequirementsQuestion
How to construct LMS that support HE user-centered scenarios?
Adaptation
is about creating a learner experience that purposely adjusts to various conditions (personal characteristics, pedagogical knowledge, the learner interactions, the outcome of the actual learning processes) over a period of time with the intention to increase pre-defined success criteria (effectiveness of e-learning: score, time, economical costs, user satisfaction) [aLFanet, 2004]
Students Courses
concrete scenarios where each user satisfies a particular set of learning goals
Focus on learnerstheir needs, backgrounds, learning styles and observed behavior when facing alternative learning situations become relevant
learning situations have to be explicitly managed throughout different courses
ADALE’06 Dublin June 20, 2006
aLFaaLFaNET NET ((IST-2001-33288IST-2001-33288)) Contributions
Combination of design-time and run-time adaptation Covering the full life-cycle of eLearning Adaptive course delivery standard-based
IMS-LD, IMS-CP, IEEE-LOM, IMS-LIP, IMS-QTI Providing open source components (GPL)
LD and QTI Authoring Tools, LD engine Coppercore, Adaptive and interaction packages
ParticipantsSAGE, UNED, OUNL, KLETT, EDP, ACE-BNET
ADALE’06 Dublin June 20, 2006
Full life cycle in LMSFull life cycle in LMS
LMS Auditing
Learner
Administrator
LMS Usage
LMS Administration
Tutor
Authoring / Design
Author
ADALE’06 Dublin June 20, 2006
Full life cycle in Full life cycle in aLFaaLFaNETNET
LMSAuditing
Design Publication
Learner
Use
LD + QTI
User Manager Course ManagerConfig UI and Recom
PresentationInstructional
Design Interactive Services
QTI InterpreterAdaptation
Module
Audit
ADALE’06 Dublin June 20, 2006
Authoring focused on LDAuthoring focused on LD
IMS-LDIMS-LD
Pedagogical modelstemplates:
• Concept learning• …………………• ………………..
Practice
Contact Tutor
QTI re-test
Remediation
QTI test
Inductive/visual Deductive/verbal
Yes
No
Yes
No
Learning StyleProperty value?
Mastered QTI test?
Mastered Re-test?
Practice
Contact Tutor
QTI re-test
Remediation
QTI test
Inductive/visual Deductive/verbal
Yes
No
Yes
No
Learning StyleProperty value?
Mastered QTI test?
Mastered Re-test?
Inductive presentation (guidelines)· Inductive presentation requires presenting first a number of possible examples and then giving a definition of the concept. · - The examples should be as diverse as possible to allow learner to generalize. They should represent the full range of cases that the learner will encounter after the instruction. · - Begin with easy examples so learners can master the activity and build confidence. - End with ………………………..
- Create dynamic & adaptive tests based on QTI test items and their metadata
- Create the course (example of a tree view of a course in the authoring tool)
ADALE’06 Dublin June 20, 2006
Design
Auditing feedback
Alfanet LMS:
• Presentation Layer• LD-engine (CopperCore)• Adaptation agents• Dynamic adaptive assessments (QTI)
Publication
Publication
UseAuditing
Course and material design
LD (pre-designed adaptations and
provides the hooks and the information
upon which the runtime adaptation
bases)
IM (interactive adaptations based on
analysis of the actual user interactions
lead to the recommendations and
adaptive dynamic tests)
aLFanet – a full life cycle
Auditing feedback
Examples of adaptation:
- Presentation layer:Personalised interface
- Dynamic adaptive assessment:Rule based selection from the relevant item banks
- Pedagogical model: inductive – deductive
if "KnowledgeLevel" = Beginner & "StudentLearningStyle" = Inductive Then Show ……….
- Adaptation module: advice for remediation
“John, taking into account your profile and your past interactions ………………..”
ADALE’06 Dublin June 20, 2006
aLFaaLFanet LMSnet LMSGuidedGuided and andPersonalized Personalized LearningLearning
Learning Learning Tasks and Tasks and ActivitiesActivities
RecommendationsRecommendations
ADALE’06 Dublin June 20, 2006
4 different pilot sites: “Spanish course for German Learners” (KLETT), “Environment and Electrical Distribution” (EDP), “How to teach through the Internet“ (UNED) and “Communication technology” (OUNL)
111 users: 22 at KLETT, 28 at EDP, 40 at UNED and 21 at OUNL
Strengths (users) dynamic adaptation and recommendations supplied flexibility of task order residing on the internet (i.e. all information is available) variety of different exercises and assessments good guidance and feedback by the use of tests course material is adapted to each personal learning profile
Weak points (authors) » improvement and integration of the authoring tools » more documentation on how to implement different adaptive scenarios
Evaluation Results Evaluation Results aLFaaLFaNETNET
ADALE’06 Dublin June 20, 2006
Evaluation outcomes
– effectiveness of the LMS is rated positive
– efficiency is rated less positive (performance problems)
– usability and navigation using the current interfaces was low rated
Lessons learned
the design phase is experienced as a complex task (templates)
defining adaptations within a course still needs technical knowledge
experiencing adaptation diversity in learning materials and open learning paths
user characteristics considered (cognitive modality, learning style, interest,
knowledge level, level of activity and similarity between learners) useful to provide an adapted responses
Lessons Learned Lessons Learned aLFaaLFaNETNET
ADALE’06 Dublin June 20, 2006
EHEA is challenging HE institutions to provide personalized ICT services management of individual and group profiles, contents, devices, interaction modes, and their relationships with each ICT service
aLFanet (eLearning + R&D)
aLFanet is aLMS based on a pervasive use of educational standards (IMS-LD, IMS-CP, IEEE-LOM/IMS-MD, IMS-LIP, IMS-QTI), which combines predefined rules with dynamic responses on runtime
From aLFanet experience follows inter-service user models based on standards are needed (ALL) users’ needs and preferences evolve over time (dynamic adaptation) developing extensive specifications present serious difficulties
templates and interactive assistance tools monitoring and tracking facilities should focus on providing qualitative features personalized feedback to users
users’ needs and preferences, service and environment features
ConclusionsConclusions
ADALE’06 Dublin June 20, 2006
aLFaaLFanet net architecturearchitecture
AdministrationModule
J2EE Application Server
Security Layer Presentation Layer
Dispatcher
IMS-LD Interpreter
Tracker
InteractionModule
ContentsServer
User Manager
AuditModule
Server
CoursesManager
Services
Data
CommonRepositories
WebDAV Serv er
Authoring Tool
WebDAV Client
Object Model
System Manager
IMS-QTIInterpreter
Adaptat.Module
MAPM
JADECopperCore
dotLRN
•IMS-LDIMS-LD
•IMS-LIPIMS-LIP
•IMS-QTIIMS-QTI
•IEEE-LOMIEEE-LOM
•IMS-CPIMS-CP