Adpative learning environment diffusable

Adaptive LearningAdaptive Learning Environment

Mona LAROUSSIMona LAROUSSI

"The best way to predict thefuture is to invent it."Alan Kay 1

Summary• The need for adaptation

personalized: adaptable / adaptive /

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– personalized: adaptable / adaptive / flexible etc

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• Learner Modeling• Different kind of Adaptationp

– adaptive presentationadaptive navigation– adaptive navigation

– Adaptive interaction • Our work


We live in a “one size fits all” worldWe live in a one size fits all world


But we are not all the same sizeBut we are not all the same size


Automatic ≠ AdaptiveAutomatic ≠ AdaptiveFixed behavior automatic behavior that

depends on environmental factors


Adaptation in any type of Information System

Ad t ti f th I f ti• Adaptation of the Information– information adapted to who/where/when you are

information adapted to what you are doing and what– information adapted to what you are doing and what you have done before (e.g. learning)

– presentation adapted to circumstances (e.g. thepresentation adapted to circumstances (e.g. the device you use, the network, etc.)

• Adaptation of the Process– adaptation of interaction and/or dialog– adaptation of navigation structures– adaptation of the order of tasks and steps


Disadvantages of Adaptive SystemsDisadvantages of Adaptive Systems

l th b h i• may learn the wrong behavior• Adaptive Systems may outsmart the users


Advantages of Adaptive SystemsAdvantages of Adaptive Systems

I d ffi i• Increased efficiency:• Return on investment


Main issues in Adaptive SystemsMain issues in Adaptive Systems

• Questions to ask when designing an adaptive application:

– Why do we want adaptation?

– What can be adapted?

What can we adapt to?– What can we adapt to?

– How can we collect the right information?

– How can we process/use that information


ADAPTIVE LEARNING SYSTEM


The beginningThe beginning

Multi-plateform

Multi-plateform

Multi-environne

mentplateformes

plateformes


NowNow

Pervasive Computing


Dimensions added by technologies


ArchitectureArchitecture


LEARNER MODEL


Learner ProfileLearner Profile

• Common term for user models• This information is used to get the user to more g

relevant information• Views on user profiles in IR communityViews on user profiles in IR community

– Classic - a reference point– Modern - simple form of a user modelModern simple form of a user model


Core vs Extended User ProfileCore vs. Extended User Profile

C fil• Core profile– contains information related to the user

search goals and interests• Extended profile p

– contains information related to the user as a person in order to understand or model the puse that a person will make with the information retrieved


Group ProfilesGroup ProfilesA t i t i fil i• A system can maintain a group profile in parallel or instead of user profile

• Could resolve the privacy issue (navigation with group profile)(navigation with group profile)

• Could be use for new group members at h b i ithe beginning

• Could be used in addition to the userCould be used in addition to the user profile to add group “wisdom”


Extended ProfileExtended Profile

G l• Goals• Interests• Background:• Preferences• Preferences• Learning styles


Who Maintains the Profile?Who Maintains the Profile?• Profile is provided and maintained by• Profile is provided and maintained by

the user/administratorSometimes the only choice– Sometimes the only choice

• The system constructs and updates the fil ( t ti li ti )profile (automatic personalization)

• Collaborative - user and systemy– User creates, system maintains– User can influence and editUser can influence and edit– Does it help or not?


Learner Information Package


ADAPTATIVITY IN LE


Learning Management SystemsLearning Management Systems

• LMSs offer a “personal” learning environment:– registration for courses

personalization of the “workspace”– personalization of the workspace– access to course material– assignments, tests, group work– communication tools: messages, discussion g ,

forums, chat– no built-in adaptive learning functionality

"The best way to predict thefuture is to invent it."Alan Kay

no built in adaptive learning functionality23

What can we Adapt to?What can we Adapt to?• Knowledge of the userg

– initialization using stereotypes (beginner, intermediate, expert)– represented in an overlay model of the concept structure of the

applicationapplication– fine grained or coarse grained– based on browsing and on tests

• Goals, tasks or interest– mapped onto the applications concept structure

difficult to determine unless it is preset by the user or a workflow– difficult to determine unless it is preset by the user or a workflow system

– goals may change often and more radically than knowledge


What can we Adapt to? (cont )What can we Adapt to? (cont.)B k d d i• Background and experience– background = user’s experience outside the application– experience = user’s experience with the application’sexperience user s experience with the application s

hyperspace• Preferences

li i l d f h h b d f– any explicitly entered aspect of the user that can be used for adaptation

– examples: media preferences, cognitive style, etc.• Context / environment

– aspects of the user’s environment, like browsing device,window size network bandwidth processing power etcwindow size, network bandwidth, processing power, etc.


What Do We Adapt in ALE?What Do We Adapt in ALE?

Ad ti t ti• Adaptive presentation:– adapting the information– adapting the presentation of that information– selecting the media and media-related factors such

as image or video quality and sizeas image or video quality and size• Adaptive navigation:

adapting the link anchors that are shown– adapting the link anchors that are shown– adapting the link destinations– giving “overviews” for navigation support and for– giving overviews for navigation support and for

orientation support


What Do We Adapt in ALE?What Do We Adapt in ALE?

Ad ti i t ti• Adaptive interaction:– Answer – question– Nature

• Adaptive communication:– ToolsTools – Use of tools


Content AdaptationContent AdaptationInserting/removing fragments• Inserting/removing fragments– prerequisite explanations: inserted when the user appears to

need themdditi l l ti dditi l d t il l f– additional explanations: additional details or examples for some

users– comparative explanations: only shown to users who can make

the comparisonthe comparison• Altering fragments

– Most useful for selecting among a number of alternatives– Can be done to choose explanations or examples, but also to

choose a single term• Sorting fragmentsg g

– Can be done to perform relevance ranking for instance


Content adaptationContent adaptation

St t ht t• Stretchtext• Dimming fragments


Adaptive Navigation SupportAdaptive Navigation Support• Direct guidanceg• Adaptive link • Variant: Adaptive link destinationsp• Adaptive link annotation• Adaptive link hidingdap e d g


Connexion à la plateforme Sélection du style

d’apprentissage & des préférences de

l’étudiantÉtudiant

Mise à jour du style et des préférences associés à l’étudiant

VisuelAuditif Kinesthésique

Observation de l’utilisation de la

Actions adaptatives

l’utilisation de la plateforme

Plateforme Adapté au style

Auditif

Plateforme Adapté au style

Visuel

Plateforme Adapté au style kinesthésique


Our work


Adapative learning 2.0


CAAML /Contact-me


L’apprentissage malléable : Concepts de base

ActivitéActivité ApprenantApprenant• Inspiré de la théorie de l’activité : théorie d’étudesl activité : théorie d études socioculturelles

EnvironnementEnvironnement

Contexte Contexte d’interactiond’interaction


Le méta-modèle du langage CAAML

class Class Model

ContextAdaptativityCondition Organisation Manifest SmartObject EmbeddedEnvironmentalSensor

CAAML

CoAdaptativityCondition

ActivityAdaptativityCondition

LearningDesignTool MobileDevice

Sensor MobileDeviceSensor1..* 0..*

Global

p y

Prerequisites

Ressource Service

Tool MobileDevice

Caracteristics0..**

1..*

0..*

1..* 0..*

Context

Dynamic

Condition LearningScenario

Objectives Pervasive

Mobile

LearningResource Physical

Software

1..*

uses

*

Person

Context

Static

RolePart

Phase

Learning Coaching

ELearning

LearningResource Physical**

1..*

*

ActivityRole

A ti it St t

ActivityContext+performs

*

*

+using


ActivityStructure

OutcomeNotification+triggers

+creates *

38

Le projet ContAct-Me

Contact Me qui est un environnement auteurContact‐Me qui est un environnement auteur dédié à l’apprentissage malléable basé sur le l C d d d llangage CAAML . Et se compose de deux modules de base:

Le modeleur (modélisation et transformation deLe modeleur (modélisation et transformation de modèles) ‐ en design time Le générateur d’applications d’apprentissageLe générateur d applications d apprentissage malléable et simulateur de l’exécution des

i i é li é d i"The best way to predict thefuture is to invent it."Alan Kay 39

activités contextualisées et adaptatives en run time

A c t i v i t éd 'a p p r e n t i s s a g e

A c t i v i t é d ec o a c h i n gS u p p o r t m o b i l e

ContAct-Me

0 . . 1R è g l e d 'i n f é r e n c e1 . . *

C a p t e u r

t y p e : T y p e - c a p t e u r

E l é m e n t c o n t e x t u e ld y n a m i q u e

s e u i _ t o l é r a n c e _ m i n : s t r i n gs e u i _ t o l é r a n c e _ m a x : s t r i n ga d a p t a t i f : b o o l e a nV a l e u r : s t r i n g

E l e m e n t c o n t e x t u e ls t a t i q u e

1 . . *R o l e

G r o u p e

n b r e - m e m b r e : i n t e g e r

R è g l e

S u j e t

E l e m e n t c o n t e x t u e la c t i v i t é

S o u r c e d ' a c q u i s i t i o n

I d : s t r i n gD e s c r i p t i o n : s t r i n g

0 . . *1 . . *

E l e m e n t c o n t e x t u e la p p r e n a n t

1 . . *

W e b S e r v i c e

p a t h : s t r i n g

S c é n a r i o

i d : i n t e g e ri n t i t u l é : s t r i n gd e s c r i p t i o n : s t r i n g

1 . . *1 . . *

1 . . *

1

0 . . *

1 . . *

A c t i v i t é

i d : i i n t e g e rn o m : i n t e g e rD e s c r i p t i o n : s t r i n g

O u t i l O b j e t

1 . . *

1 . . *

1 . . *

1 . . *

0 . . *

O u t i l p h y s i q u e o u t i l m é t h o d o l o g i q u e

E l é m e n t c o n t e x t u e l

n o m : s t r i n gd e s c r i p t i o n : s t r i n g

C o n t e x t

i d : i n t e g e r

0 . . *

R e l a t i o n

R e l a t i o n - t y p e

1 . . * 1 . . *

Méta‐modèle d’activités

Le langage CAAMLModule de

Transformation CAAML /IMS-LD Méta modèle d activités

contextualisées et des règles de co‐adaptativité

Modeleur graphique(GMF GEF et RCP)

Module de réutilisation des modèles

IMS LD

/IMS LD(ATL)

Modèle CAAML

Modèle IMS‐LD (GMF, GEF et RCP) IMS-LD

Module de transformation

CAAML EN modèle IMS-LD

(sans mobilité)

Modèle CAAML

modèle IMS LD étendu

Générateur d’applicationsGénération Générateur d applications d’apprentissage malléable à

partir de modèles

et émulation

d’interfaces mobiles en XHTML-MP

Modèle IMS‐LD étendu (XML)

Un Simulateur de l’exécution de la co-adaptativité entre contexte et application

(DIASIM)Simulation de l’exécution de

la co-

XHTML MP (XSLT,

XHTML-MP)


adaptativitéentre contexte

et activités

Tracks


Interrogation du profil LIP suivant un langage de requêtes graphique offrant deslangage de requêtes graphique offrant des fourchettes (date, activités, par un ou

groupe d’apprenants)


Fractal adaptive wsFractal adaptive ws

User model’s adaptation Adaptation layer

Context’s adaptation

Mobility layer An adaptive Composition

Mobility layer

Web serviceWeb service Web service

An adaptive composite Web service

Mobile Web service

Mobile adaptive Web service


An adaptive composite Web service

Adaptive scosAdaptive scos

SCO11

SCO12SCO1 ht ?SA2

SCO12

SCO13

SCO1.htm ?Apprenant 2

SA3

Manifest Ressources

Ressources alternatives

SCO11SCO12 SA1

Apprenant 3

Cours

Activité1

Activité2

SCO1.htm

SCO2.doc

s SCO12SCO13

SCO21

Apprenant 1

Activité3 SCO3.pdf SCO22

SCO31


SCO32SCO33

SCO34

And …..


4 YOUROU


Questions [email protected]


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