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LAG

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Authoring with different complexity degrees (beginner authors vs. advanced) ... ENOUGH (beginner topic) = 2 (time units per topic); A temporal rule: ... – PowerPoint PPT presentation

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Title: LAG


1
LAG
  • Alexandra I. Cristea

UNESCO workshop Personalization in Education
Feb04
2
Overview LAG
  • What is LAG
  • LAG components
  • Why LAG?
  • New adaptation rules
  • Adaptation strategies

3
What is LAG?
4
What is LAG ?
  • a generalized adaptation model for generic
    adaptive hypermedia authoring
  • First paper http//wwwis.win.tue.nl/alex/Confere
    nces/02/AH02/calvi-cristea-final-w-header-ah2002.p
    df
  • Second (referring) paper http//wwwis.win.tue.nl/
    alex/Conferences/02/ELEARN02/Cristea-Adaptation-A
    daptability.pdf
  • Third paper http//wwwis.win.tue.nl/alex/HTML/Mi
    nerva/papers/UM03-cristea-calvi-accepted.doc

5
LAG components
6
LAG components
  • Direct adaptation Techniques
  • Adaptation Language
  • Adaptation Strategies

7
Adaptation granularity
  • lowest level direct adaptation techniques
  • adaptive navigation support adaptive
    presentation (Brusilovsky 1996), implem. AHA!
    expressed in AHAM syntax
  • techniques usually based on threshold
    computations of variable-value pairs.
  • medium level more goal / domain-oriented
    adaptation techniques
  • based on a higher level language that embraces
    primitive low level adaptation techniques
    (wrapper)
  • new techniques adaptation language (Calvi
    Cristea 2002),
  • high level adaptation strategies
  • wrapping layers above
  • goal-oriented

Adaptation Assembly language
Adaptation Programming language
Adaptation Function calls
8
Why LAG?
9
Motivation LAG
  • Authoring with different complexity degrees
    (beginner authors vs. advanced)
  • Re-usage at each level
  • Better semantics
  • standardization

10
New adaptation rules proposed(Adaptation
Language)
11
Adaptation Programming language
  • level rule
  • IF ENOUGH(ltPREREQUISITESgt) THENltACTIONgt
  • temporal rule
  • WHILE ltCONDITIONgt DO ltACTIONgt
  • repetition rule
  • FOR lti1..ngt DO ltACTIONgt
  • interruption command
  • BREAK ltACTIONgt
  • generalization command
  • GENERALIZE (COND, COND1, , CONDn)
  • specialization command
  • SPECIALIZE (COND, COND1, , CONDn)

12
A level rule
  • IF ENOUGH(ltPREREQUISITESgt) THENltACTIONgt
  • ENOUGH fct. of no. quality of prerequisites
    true if, e.g., a given no. of prerequisites from
    a set is fulfilled
  • Ex PREREQUISITES time_spent ACTION go to
    next level
  • Rule becomes
  • IF ENOUGH (time_spent on crt. level) THEN go to
    next level
  • Where ENOUGH is defined, e.g., as follows
  • ENOUGH (time) 30 time units
  • time (advanced topic) 10 (time units per
    topic)
  • ENOUGH (medium topic) 5 (time units per
    topic)
  • ENOUGH (beginner topic) 2 (time units per
    topic)

13
A temporal rule
  • action repeated as long as 1-more cond.s hold
  • WHILE ltCONDITIONgt DO ltACTIONgt
  • According to CM paradigm, concepts ? canned but
    assembled depending on UM their attr.s ( more
    than mere addition/deletion of links)
  • E.g, a warning is repeated that user search
    direction is wrong. Another cond. can trigger a
    service denial response if a threshold is passed.

14
A repetition rule
  • a certain (simple / composed) action repeated for
    a no. of times predefined by author
  • FOR lti1..ngt DO ltACTIONgt
  • describes the time this action has to last before
    reader can move on.

15
An interruption command
  • user action is interrupted s/he is forced to
    undertake a different one
  • BREAK ltACTIONgt
  • represents an exacerbation of traditional
    behavior of AHS user is punished if she
    doesnt stick to learning pathways provided by
    system.

16
A generalization command
  • new concept reader has reached is compared w.
    more general ones it refers to. As a result, the
    reader is pointed to related concept(s)
  • GENERALIZE (COND, COND1, , CONDn)

17
A specialization command
  • if concept is general, system deductively points
    reader to more specific instantiations
  • SPECIALIZE (COND, COND1, , CONDn)
  • E.g, if student reads about Model Reader in a
    course on postmodern literature, she can be
    pointed to an extract from Calvinos novel Se
    una notte, where this notion is exemplified.

18
Other commands
  • comparison (concept analogy search)
  • difference
  • both instances of generalization
  • duration a rule related to repetition
  • lyrical use of repetitions in hyperfiction has
    given rise to a particular design pattern

19
Adaptation Strategies
20
Adaptive strategies for cognitive styles
21
converger (abstract, active)
22
diverger (concrete, reflective)
23
assimilator (abstract, reflective)
24
accommodator (concrete, active)
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