Adaptive Book: A Platform for teaching, learning and student modeling

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Adaptive Book: A Platform for teaching, learning and student modeling

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Title: Adaptive Book: A Platform for teaching, learning and student modeling

1
Adaptive Book A Platform for teaching, learning
and student modeling

Ananda Gunawardena
School of Computer Science
Carnegie Mellon University
Vince DeStasio
CIO and Associate Professor in Chemistry
Grove City College
Pennsylvania

2
Outline

Introduction
What is Adaptive Book?
Adaptive Book Authoring Tools
Just in time learning modules
Adaptive Markup Repository
Assessment of Student Reading
Pilot Results
Future Work

3
Adaptive Book Project

Tablet PC is an ideal platform for electronic
textbooks
Ability to use the pen to annotate, highlight and
share markups
Online textbooks cannot be
Just the pdf versions of their printed versions
Flexible but Limited use
Cheap but hard to read
Our efforts is to design the textbook of the
future

4
Introduction

Effective teaching is not confined to the
classroomit is successful when it enhances
interest and generates thinking beyond the
classroom setting.
A great deal of customization and personalization
of the content is needed to generate the interest
Adaptive Book is a platform for customization,
personalization and understanding of student
behavior

5
Adaptive Book

A software platform developed in C / .net
Developed by TextCentric,Inc (CMU Spin-off)
Research Base at Carnegie Mellon
Usability (Human Computer Interaction)
Adaptive (Machine Learning)
Adaptive Book User Interface
Navigation, search, markup tools (highlighting,
annotating, and linking), book marking
Labeling, archiving and searching markups
Adaptive Book combines textbook content with all
other related material

6
Adaptive Book UI
7
Survey Slide 1

What do you think the students initial reaction
to Adaptive Book was?
A) They remained skeptical
B) They embraced it whole-heartedly and could
immediately see the benefit
C) They liked the idea, but it had too many
"kinks" to be immediately useful
D) All of the above
E) none of the above

8
Creating an Adaptive Book

Adaptive Book is a thin client program
Any SCORM/IMS content package can be imported
into Adaptive Book
A content authoring tool creates these content
packages.
In other words anyone can create an Adaptive Book
package using their own content and/or textbook
chapters

9
Publisher content
Rights and Royalty Management
Adaptive Book
professor
Instructor content
10
Adaptive Book Authoring Tool

Uses a HTML/XML content repository to find
chapters of the book and supplements
Each chapter of the book is tagged as a Sharable
Content Object (SCO)
Uses a simple drag and drop menu to select the
chapters and supplements needed to create the
custom book
Program generates the table of content and
package the book as a SCO

11
Importing a SCO
12
Survey Slide 2

Do you think combining textbook chapters with
your own material is a useful way to package a
course
A) Strongly Agree
B) Agree
C) Neutral
D) Disagree
E) Strongly Disagree

13
Markup Concept

Research shows marking up a text while reading
enhances the learning
Markup is defined as a semantically related set
of objects consists of highlights, annotations
and web links.
Markups automatically generate its own metadata
as well as anyone can add other metadata to
markups before saving
Markups are stored in a searchable repository.
Search and find markups related to a certain
concept
What is the best markup to learn topic A?
A search algorithm specifically designed to find
related markups
Assign Rights to markups
Private, public, protected

14
Sample Markup
15
Students Sign up for Markup Services
16
Students can create buddy groups
17
Students Define their buddy groupor Who has the
access to their markups
18
Mark-up List
19
Assigning Rights to Markups
20
Reading a markup
21
Survey Slide 3

If you have the ability to markup the textbook
and related material, how would you use the
feature
A) I would use it to make notes for myself
B) I would markup the text and send it to
students before class
C) I would markup the text as an answer to a
frequently asked question and share
D) I would create a repository of reusable
markups that addresses various concepts
E) I would encourage students to markup the text
as they read the book
F) I do not find this feature useful
F) Other

22
Just in time Learning Modules

Markups are important learning tools
Students learn better from marked up text
Worksheets to reading the book
This is a compromise
Instructors can create just in time learning
modules using markup tools
Select content, highlight, place sticky notes and
URLs and package them as a markup object
Save the markup to a customized learning objects
(CLO) repository
Others can search and find the markup,
disassemble and customize to their needs

23
A Just-in-time learning module with highlights,
and digital ink notes
24
More on Markups

Markups with learning paths can be created by
individual instructors
Search and find the Markup, and import to
Adaptive Book

25
Learning Objects Repository

Three types of learning objects stored in the
repository
Book Chapters that can be used to build a custom
book
Individual markups packaged as IMS/SCORM with
access rights
Customized Learning Objects (CLOs) that can be
retrieved and modified using Adaptive Book

26
Modeling Student Behavior

One of the focuses of our research
Do students read the book and other notes?
If so, what do they read? not pages, what
specific content?
How do they construct knowledge?
Does the Tablet PC help students move from
informal sketching to formalization?
What can we do to capture that?

27
Modeling Student Behavior

If we are successful in capturing an accurate
assessment of student thinking, what can we do
with that data?
Our pilots involve constructing activities that
requires the student to show specific things in
the textbook and notes that they found useful
Student markup is then compared to an expert
markup
Our preliminary data show some interesting
correlation between student performance and their
perception of what was important in completing
the assignment
More work is needed to accurately model student
behavior
This is ongoing research

28
Pilot Results

We have used Adaptive Book and markup repository
with several institutions and middle schools
Many positive Student Comments but lot needs to
be done
Interesting results on what students read
Sample comments

29
Some Student Comments

I like the ability to find a relevant markup
that can help solve some of the programming
problems
It is nice to receive markups from the
instructor before the lecture
Good thing about the Adaptive Book is that
instructor can create a markup linking textbook
concepts and relevant programming examples
receiving an answer to a FAQ as a markup is a
very useful feature
Adaptive Book search feature needs improvements

30
Future Work

More focus on the impact of Tablet PC and
Adaptive Book Technology
Making Adaptive Book a research platform for
modeling student behavior
Creating a dynamic sketch environment for
conceptual understanding and automatic code
generation
Informal to formal stages of learning
Better markup analysis and classification

31
Ink-based Technology

Fundamental Questions
Do ink-based technologies improve teaching and
learning?
What are the differences and similarities with
standard PC-based technology in education?
How do ink-based technologies compare/compete
with paper?
Two promises
Better document management
Electronic repositories
Sketch recognition
Smart paper
Real time feedback on ink
Perhaps a better platform for interacting with
electronic documents
ebooks, note taking etc..

32
Carnegie Mellon Projects

HP Technology for Teaching Grant 2004
21 HP 1100 Tablet PCs
Other equipment
HP Technology for Teaching Leadership grant -
2005
42 HP 4200 Tablet PCs
Other equipment
Qatar Foundation Grant - 2005
25 HP 4200 Tablet PCs and Research funding
Microsoft Research Grant - 2006
150,000 funding for a 2-year impact study
With Grove City College Tablet PC program

33
HP Technology for Teaching Award2004

2004-2005 study of the integration of Tablet PCs
38 Computer Science Freshman participated in the
study
Students owned the tablet PC for the duration
of the pilot (typically one semester)
85 of the CMU students who participated in the
pilot owned laptops
60 of the students used tablet PC as their
primary machine

34
HP Technology for Teaching Award2004

Ink-based Software used
Adaptive Book Technology (CMU-TextCentric)
MS Windows Journal
Primary activities
Reading and annotating the book
Creating and saving worksheets
Sharing worksheets using a repository
Motivation
CMU bought 1 Tablets PC that was raffled at the
end of the semester
Those who contributed to the ink-based worksheet
repository received extra coupons for the raffle.

35
HP Technology for Teaching Award2004

Research Findings
38 students surveyed
60 of the students used Tablet as their primary
device
We used a control group of 20 students who did
not have tablet PCs
taught by the same professor (Don Slater), same
introductory programming course
Final analysis showed slight improvement in
grades in the Tablet group. But not statistically
significant to draw conclusions
85 of the students liked the idea of electronic
note taking
Easy organization, storage and retrieval
45 of the students would consider buying a
tablet PC, next time they shop for a PC
Smaller screen and performance were cited as
reasons for not buying a tablet

36
HP Technology for Teaching Leadership
Award2005-2006

42 HP Tablet PCs
Target Group
Sophomore/Junior students taking data structures
and algorithm courses
Initial survey done to select 35 students with
varied criteria's
Major and GPA
Ownership of PC
General attitude towards electronic material
Control group is 40 students who were not
selected or did not want to participate
Macs, unix owners etc.

37
HP Technology for Teaching Leadership
Award2005-2006

Ink based Software tools
Adaptive Book with Markup analysis tools
Classroom presenter
Windows journal
Data structure visualizer
Customization of MIT Physics illustrator project
Status of the project
Ongoing
Preliminary survey data available
Student markup analysis data available

38
HP Technology for Teaching Leadership
Award2005-2006

Support tools
Configured with CMUs wireless cluster network
All Tablets belong to a virtual cluster network
Pilot study in understanding use of mobile
devices as computer cluster machines (Gates
building)
Automated configurations
Network isolation
Software access privileges
Automated backup scripts
All related journal notes collected for analysis

39
HP Technology for Teaching Leadership
Award2005-2006

Research Activities
Pre-lecture markup
Post-lecture markup
Automated analysis of markups
With an expert as well as with community
Various data mining techniques employed
Research Question
What is the impact of pen-based technology in
learning?
Ink versus paper
More reading and markup activity
Electronic note taking
Methods
Surveys of users and non-users of tablet
technology
Analysis of pre and post lecture markup
activities

40
Qatar Foundation Grant2005-

25 HP Tablet PCs at CMU-Qatar campus in
Education City
Entire CS sophomore class had the tablets
Observations
Immediate acceptance of the technology
Only 1 out of 20 students took paper notes
Had a hard time getting the machines back at the
end of the year
Students used electronic note taking in all
classes
Classroom presenter used to create interaction
Send/receive annotations professor-students
Great for middle east
Adaptive Book was used to increase
Textbook reading and interaction
Reading comprehension

41
Qatar Foundation Grant2005-

Informal Study Results
Potential benefits
Teaching
Ink grading and archiving of homework
Archiving of all classwork
Pittsburgh TAs used/uses IM tools with ink
Learning
Use of classroom presenter tool
Ability to annotate English textbooks in Arabic
Improving reading comprehension
Results

42
Microsoft Research2-year assessment
study2006-2008

Collaborative project
Carnegie Mellon University
Grove City College
Research subjects from Grove City College
2400 HP 4200 Tablet PCs
Data from over 1200 students
Wide range of disciplines
CS, Economics, English, Business
Software
Adaptive Book (unlimited licenses)
DyKnow vision (600 licenses per year)

43
Other related Projects

Ellis School 8th Grade Geometry project
Adaptive Book (CMU/TCI)
Geometers sketch pad (Key Press)
Classroom presenter (UW)
references

44
What is the future of textbooks

Textbook is an integral component of a course
It often gives a different viewpoint with more
details
Extra examples, problems and solutions
It is one place students can find answers to most
of the questions
However, future of textbooks are threatened by
online content
Wikipedias
Googles

45
What is the future of textbooks?

It is clear that use of online content by
students are growing
It is also clear that textbooks demand is going
down
Publishers increase the price
Create extra online content and sell the book
even higher prices

46
Electronic Books

At Carnegie Mellon we are designing the future
textbook using Human Computer Interaction
principles
We see textbook of the future as a platform
We focus on three things
Usability
Adaptability
Community
Online textbooks can be extremely useful and much
superior to its printed version, when all three
conditions are met
Tablet PCs and new fonts make reading much
closer to the experience of reading a printed book

47
Usability

Markup tools
Highlights
Short notes
Digital Review Sheets
Navigation and Search tools
Search by keyword
Search by concepts
Search by markups
Multiple Views
Typical textbook view
Question view
Concept view

48
Adaptability

How good is my markup?
How do I know I am reading what I am supposed to
read?
Answer Use the markup analysis tool
Create a markup
Submit (or synchronize with) to a website
Compare to an expert markup
Compare to a community markup
Lots of applications
Measuring the reading comprehension

49
Community

Electronic textbooks are platforms.
Find out exactly what other people are reading
Comment about content online
Find community markups to help study
Classify markups
Private
Protected
public

50
Security of Content

Digital Rights Management
Publishers biggest worry
Tablet PCs and other ink based devices can help
establish the authenticity of the user
Digital ink signatures
Early research

51
Adaptive BookThe Thin Client
Dean
1. Content
Textbooks
2. Professors Lesson Plan
Professor monitor individual students progress.
Professor

Case Studies
4. Professor ask questions, make assignments.
3. Professor mark up Content
Research
VPN
3a.Definitions
Mark-ups
3b. Important
Sticky Notes
Professor uses highlighter pen for develop
learning paths (Mark-ups),
3c. Concepts
Assignments
Virtual Private Network
3d. Key Words
6. Students Read Content (dont see highlighted
text)
Student
Student
Student
7. Students learn Content with AB
Student
Student
Self-paced remediation without reprisal!
8. Students are Tested
Test

52
Case Study

CMU Computer Science
17 Students
Fall Semester 2006

53
The Ellis Survey

7 Actual Users

54
The Ellis School
55
The Survey37 Questions
1. The Tablet PC is a Notebook PC and More
3. Extends use
36. Using Digital Books
2. Highlight text
35. Sharing Markups
37. The lease important feature, the ability to
change the text font size.
56
Adaptive BookTablet Math Whiz

Ananda Gunawardena
School of Computer Science
Carnegie Mellon University

57
group
Adaptive book
remediate
Tablet Math Whiz
Markup repository
pretest
certified
professor
58
Adaptive Book

A software platform developed in C / .net
Developed by TextCentric,Inc (CMU Spin-off)
Research Base at Carnegie Mellon
Usability (Human Computer Interaction)
Adaptive (Machine Learning)
Adaptive Book User Interface
Navigation, search, markup tools (highlighting,
annotating, and linking), book marking
Labeling, archiving and searching markups
AB combines textbook content with all other
related material

59
Adaptive Book UI
60
Creating an Adaptive Book

Adaptive Book is a thin client program
Any SCORM/IMS content package can be imported
into Adaptive Book
An authoring tool creates these content packages.
Instructors create their custom Adaptive Book
Anyone can create an Adaptive Book package using
their own content and/or textbook chapters

61
Importing a SCO
62
Markup Concept

Markup is a semantically related set of objects
consists of highlights, annotations and web
links.
Markups automatically generate its own metadata
as well as anyone can add other metadata to
markups before saving
Markups are stored in a searchable repository.
Search and find markups related to a certain
concept
What is the best markup to learn topic A?
Google type search engine
Assign Rights to markups
Private, public, protected

63
Sample Markup
64
Submit your Markup
65
Get your markup Graded
66
Questions guna_at_cs.cmu.eduThank You
67
(No Transcript)
68

Background
My semester in Qatar
Teaching Data Structures and Algorithms
Regular Challenges in the course
Challenging concepts
Broad curriculum
Highly Technical
Large programming assignments
Qatar Challenges
Student readiness to accept 15-211
English reading difficulties

Assignments
Frequent Reading and Writing assignments
Technology Framework
Tablet PCs
Adaptive Book
Process
Reading Strategies
Reading Comprehension
Implementation
Fall 2005 Ananda Gunawardena
Fall 2006 John Barr
Fall 2007 Bob Monroe

Put more emphasis on reading in the course
Reading assignments based on concepts or problem
sets
Coordinating with Reading Strategies
Pre-Lecture(submit once before the lecture)
Post-Lecture (after lecture)
Ask the student to create a markup
Compare with instructor markup
Similarity score
Improve the markup iteratively
Meet a reading threshold

Sample Reading Assignments
BST
Graphs
Hashing
Sorting
Heaps
Demo
How to setup the assignment
How to submit an expert markup
How do students read in the course
Marking up what they read
Submitting so they can get a score
Iteratively improving the score

Observations
Using reading as part of the course
English speaking abilities vary among Qatari
students
reading technical texts in English is difficult
very resistant to being forced to read
Initially didn't like their reading being
evaluated.

Changing the perception changes about using a
book
By the end of the course good students felt that
reading helped them.
The initial reaction seems to have been partly a
result of a fear that they couldn't do the
reading adequately.
By the end of the course, they realized that they
had opportunities to improve their reading score,
had figured out how to do the reading correctly
realized that doing the reading helped them in
other parts of the course.
Not ALL students felt this way.
The better students, who were more careful about
doing the readings, in general had more positive
responses than poor students who saw the reading
assignments as chores.

Specific challenges in reading technical material
Acceptable general reading skills
poor technical English skills.
This makes reading time consuming.
students may read, highlight, and outline
material and not really understand it.
Combine reading assignments with questions that
force students to act on the material that
they've read.
This reinforces the material in the student's
mind, forces them to think about what they've
read, and helps make the book material concrete.

The role of the instructor in encouraging
students to read in technical courses
Students in Qatar will, for the most part, not
read without direct intervention of the
instructor.
They would much rather use powerpoint slides,
lecture notes, and one-on-one conversations with
the instructor in office hours to learn the
material.
We found that only when the reading was tested in
some manner students would do the readings.

Role of reading in technical courses
Technical courses, especially in computer
science, consist of important concepts, theories,
and arcane programming details.
It is relatively easy to convey concepts,
theories, and broad programming principles in
class. It is hard to discuss details unless
students already have a high-level grasp of the
material.
Under these circumstances, reading plays three
parts in technical courses.
students need a source where they can gain at
least an overview of the material before class.
Forcing them to read the relevant material before
coming to class
In Qatar, students primarily rely on class notes
and powerpoint slides. But textbooks can provide
a much richer resource for review.
The last role of reading is provide a source for
the details that were not covered in class. In
this sense, books provide a reference.

How best to integrate reading assignments into CS
courses
Readings should be made part of the course
Students must be forced to read relevant material
before class. This can be done by requiring them
to submit markups or by short in-class quizes.
This ensures that students are somewhat familiar
with the material before class begins.
It's also useful to have students redo their
reading after class. This will encourage them to
look to the textbook when reviewing the material
instead ofthe class lecture notes or slides.
Require students to submit a markup before class.
They could be allowed to only submit one markup,
no revisions. Then after the class, they could
be allowed to submit revisions. Their final
grade on the markup would be some combination of
the initial and final submissions.