Jonathan G. K. Foss

The next generation authoring adaptive hypermedia: using and evaluating the MOT3.0 and PEAL tools

Adaptive hypermedia allows for customization to the needs of the user. The authoring process however is not trivial, and is often the main hurdle to overcome in order to bring this useful paradigm to a greater number of users. In this paper, we discuss the major problems occurring in authoring of adaptive hypermedia, and propose a set of generic authoring imperatives, to be consulted by any system implementing creation tools for customization of content. Based on these imperatives, in this paper we extensively illustrate and discuss recent extensions and improvements we have implemented in the My Online Teacher (MOT) adaptation authoring tool set, including the MOT3.0 content authoring and labeling tool and the PEAL adaptation strategy author. Furthermore, we evaluate, compare and discuss two long term uses of the MOT tool set, first in 2008 and the second in 2009.

GRAPPLE: Learning Management Systems Meet Adaptive Learning Environments

Learning Management Systems (LMSs) are used in many (educational) institutes to manage the learning process. Adaptive Learning Environments (ALEs) offer support for the learning process through adaptive guidance and perhaps also personalized learning material (content). GRAPPLE offers a new infrastructure that brings both together. This is done through single sign-on, a common User Model Framework and an (asynchronous) event bus that coordinates the communication between the other components. Authors can create structured course material and define the adaptation through a graphical interface, and a flexible and very extensible adaptation engine offers almost any type of presentation and adaptation an author might want. This chapter reports on early experience with the GRAPPLE environment, for teaching and for learning.

A Tale of Two Modes: Initial Reflections on an Innovative MOOC

Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports initial results and experience from developing and presenting a MOOC which provides both “traditional” and supported modes. We present the motivation and objectives for the course, discuss initial results and reflect on lessons learned in the process.

Incorporating technologies into a flexible teaching space

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.

Continuous Use of Authoring for Adaptive Educational Hypermedia: A Long-term Case Study

Adaptive educational hypermedia allows lessons to be personalized according to the needs of the learner. However, to achieve this, content must be split into stand-alone fragments that can be processed by a course personalization engine. Authoring content for this process is still a difficult activity, and it is essential for the popularization of adaptive educational hypermedia that authoring is simplified, so that the various stakeholders in the educational process, students, teachers, administrators, etc. can easily work with such systems. Thus, real-world testing with these stakeholders is essential. In this paper we describe recent extensions and improvements we have implemented in the My Online Teacher MOT3.0 adaptation authoring tool set, based on an initial set of short-term evaluations, and then focus on describing a longterm usage and assessment of the system.

Making Construals as a New Digital Skill: Dissolving the Program - and the Programmer - Interface

Making a construal is a way of using the computer to help us in making sense of a situation. Its merits as a new digital skill for developing open educational resources in the constructionist tradition are illustrated using a basic construal of shopping activity. Making construals is the central theme of the three year EU Erasmus+ CONSTRUIT! project. This paper takes the form of an introductory tutorial highlighting key qualities of construals that will shape the CONSTRUIT! agenda.

Transforming a linear module into an adaptive one: tackling the challenge

Every learner is fundamentally different However, few courses are delivered in a way that is tailored to the specific needs of each student Delivery systems for adaptive educational hypermedia have been extensively researched and found promising Still, authoring of adaptive courses remains a challenge In prior research, we have built an adaptive hypermedia authoring system, MOT3.0 The main focus was on enhancing the type of functionality that allows the non-technical author, to efficiently and effectively use such a tool Here we show how teachers can start from existing course material and transform it into an adaptive course, catering for various learners We also show how this apparent simplicity still allows for building of flexible and complex adaptation, and describe an evaluation with course authors.

Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy

Approaches to teaching and learning are increasingly influenced by the introduction of new technologies and innovative use of space. Recognising the need to keep up to date many institutions has created technology-rich, flexible spaces. Studies so far have concentrated on how students use such facilities; however, their availability also strongly impacts on teaching staff, presenting new possibilities and challenges. To encourage the development of activities that make the most of these resources, the University of Warwick launched the Teaching Grid (2008), a flexible space with state-of-the-art technology. Advisers support colleagues in developing and delivering novel, experimental teaching sessions. This paper reports on use of the facility during its first three years, considering the effects on pedagogy of experimental use of space and technology; this is correlated to an increase in number and variety of teaching and learning activities which, it is suggested, enhances the student experience.

Combined cognitive-behavioural and mindfulness programme for people living with dystonia: a proof-of-concept study.

Objectives To design and test the delivery of an intervention targeting the non-motor symptoms of dystonia and pilot key health and well-being questionnaires in this population. Design A proof-of-concept study to test the delivery, acceptability, relevance, structure and content for a 3-day group residential programme for the management of dystonia. Setting Participants were recruited from a single botulinum toxin clinic. The intervention was delivered in the community. Participants 14 participants consented to take part (2 withdrew prior to the starting of intervention). The average age was 60 years (range 44–77), 8 of whom were female. After drop-out, 9 participants completed the 3-day programme. Intervention A 3-day group residential programme. Primary and secondary outcome measures Process evaluation and interviews were carried out before and after the intervention to explore participants views and expectations, as well as experiences of the intervention. Select questionnaires were completed at baseline, 1-month and 3-month follow-up. Results Although participants were not sure what to expect from the programme, they found it informative and for many this together with being in a group with other people with dystonia legitimised their condition. Mindfulness was accepted and adopted as a coping strategy. This was reflected in the 1-month follow-up. Conclusions We successfully delivered a 3-day residential programme to help those living with dystonia manage their condition. Further improvements are suggested. The quantitative outcome measures were acceptable to this group of patients with dystonia.

On the Need for Fine-Grained Analysis of Gender Versus Commenting Behaviour in MOOCs

Stereotyping is the first type of adaptation ever proposed. However, the early systems have never dealt with the numbers of learners that current Massive Open Online Courses (MOOCs) provide. Thus, the umbrella question that this work tackles is if learner characteristics can predict their overall, but also fine-grain behaviour. Earlier results point at differences related to gender or to age. Here, we analyse gender versus commenting behaviour. Our fine-grained analysis shows that the result may further depend on the course topic, or even week. Surprisingly, for instance, women chat less in a Psychology-related course, but more (or similar) on a Computer Science course. These results are analysed in this paper in details, including two different methods of averaging comments, leading to remarkably different results. The outcomes can help in informing future runs, in terms of potential personalised feedback for teachers and students.