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Toward adaptive presentations of student models in eLearning environments

Paper presentation at AIED09 in Brighton (UK)

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Toward adaptive presentations of student models in eLearning environments

  1. 1. AIED 2009 – Brighton (UK) - 08 July 2009 DC paper Toward adaptive presentations of student models in eLearning environments Luca Mazzola & Riccardo Mazza USI - University of Lugano, Switzerland Faculty of Communication Sciences Institute for Communication Technologies 1
  2. 2. Context Open Learner Model Adaptive Learning System Learner meta-cognitive processes 2
  3. 3. Key Points Architecture to customize the presentation of OLM to some characteristic of the learner itself Template based: Way of calculating indicators 'Rules' to show indicators Way of encoding in graphic/text 3
  4. 4. Idea To adapt the graphical representation of open student model to: preknowledge preferences learning goal experience level ... 4
  5. 5. From model to infrastructure template 5
  6. 6. Infrastructure Use template to allow Instructional Designer to specify different indicators alternative adaptation policies to apply 6
  7. 7. Role of templates Guide for: Configure Aggregate template data Calculate indicators Create rules parameters for encoding 7
  8. 8. Expected output A general architecture characterized by: adapted presentation of learner model supported by customized indicators produced through the use of templates from ID guided at run-time by input from user characteristics 8
  9. 9. Validation 3 main aspects that will be evaluated: Usability (a) Impact of adaptive features (b) Learner's perception of usefulness (c) (a) → IsoMetrics questionnaire (b) and (c) → some empirical studies interviews with different stakeholders focus groups 9
  10. 10. Next steps - Validate some widget mockups - Implement the architecture - Introduce metrics to allow the proximity analysis and visualization 10
  11. 11. Feedback GRAPPLE project - 7th EU FP http://www.grapple-project.org Thanks for the attention Questions? luca.mazzola@lu.unisi.ch 11

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