Transcript AHyCo: an Approach to a Web-Based Learning and Testing System Nataša Hoić-Božić,

4th Workshop “Software Engineering Education and Reverse Engineering”
Zagreb 5 – 12 September 2004
AHyCo:
an Approach to a Web-Based
Learning and Testing System
Nataša Hoić-Božić,
[email protected]
Faculty of Philosophy, University of Rijeka
Vedran Mornar
[email protected]
Faculty of Electrical Engineering and Computing,
University of Zagreb
Zagreb, September 2004
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Introduction
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Enhancing traditional computer-aided
education by using the hypermedia paradigm
Web-based hypermedia system in education
Advantages:
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More activity from students
Improve student’s motivation
Easier learning
Disadvantage:
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“Get lost in hyperspace” problem
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Adaptive hypermedia system
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Adaptive hypermedia system (AHS):
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Hypermedia (or hypertext) system
User model
Adapting the hypermedia content by using the
user model
Adaptive presentation and adaptive
navigation support
Most important shortcoming: authoring
component
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Structure of AHyCo AHS
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AHyCo - Adaptive Hypermedia Courseware
Web-based adaptive educational
hypermedia system
Authoring environment and Web-based
learning environment
Adaptive navigation support and lessons
sequencing
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Model of AHyCo system
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Model consists of:
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Domain model (DM) - the structure of learning domain
Student model (SM) - student's knowledge of the
learning concepts
Adaptation model (AM) - rules for adaptation
USER
HYPERMEDIA
COMPONENT &
USER
INTERFACE
ADAPTATION
MODEL
DOMAIN
MODEL
STUDENT
MODEL
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Domain model
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DM describes the structure of the learning
domain
Two-level structure:
1. Graph of concepts (lessons
2. Graph of modules
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Mk
Ci and tests Tj)
course
Suitable for storing learning materials from
different areas (computer science,
mathematics, medicine, art, etc.)
Concept-oriented structure of the knowledge
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Concepts from domain model
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Concepts - elementary pieces of knowledge
for the given domain
Links - prerequisite relationships  between
concepts or modules
 Ci  Cj - “concept Ci should be learned before
concept Cj"
C
Two types of concepts:
T
C
 Lessons Ci
C
C
 Tests T
C
j
1
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0
1
2
4
3
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Concept - lesson Ci
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Presents the subject matter, introduces new
learning concepts, presents examples,...
Definition of lesson Ci includes:
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Set of multimedia fragments that represent the content
of the lesson (text and graphics, sound, animation,
video)
Set of prerequisite concepts
Set of questions Qi related to the lesson
Weight of the lesson wci
Minimum acceptable knowledge level for MYCIN
model lMyi
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Concept - test Tj
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Test contains the questions about the
domain lessons
Definition of test Tj includes:
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Set of prerequisite lessons, PTj: Tj will contain
the questions related to lessons from PTj
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Total number of questions nj
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Set of configuration rules Nj that specify how
many questions for each lesson Ci should be
placed into the test
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Questions
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Multiple-choice single/multiple answer
questions related to the lesson
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Stem - a set of hypermedia fragments
Set of offered answers
Index of the correct answer
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Weight of the question q
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Two kinds of questions:
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Hypermedia questions
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Parameterized questions
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Module
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Related concepts are grouped into
modules Mk
Easier navigation through the learning
material
Definition of module Mk includes:
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Set of concepts
Set of prerequisite modules
Minimum acceptable knowledge for module lmk
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The course student has enrolled
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Directed graph of modules or course
M2
C1
T1
C0
C1
C3
T2
C2
M1
C5
C0
C2
C0
T2
T1
C3
C1
C4
M3
T1
C1
T2
C3
T2
C2
C0
C2
M4
C4
An example of a courseware with 4 modules
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Student model and testing
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SM represents the student's knowledge of
the learning concepts
M
two-level overlay model
C1
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C0
1
C5
C2
C4
C3
1. lessons Ci
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ri - estimate about the
student’s reading
ki - student’s knowledge
of the concept Ci
(MYCIN)
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2. modules Mk
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kmk - student’s
knowledge value
kmk =  kj * wcj
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Adaptation model
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AM describes the rules for adaptive
navigation: “pedagogical rules”
Classification of the concepts:
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completely recommended concepts
recomended concepts
learned concepts
not recommended concepts
concepts for repetition
Adaptive annotation technique: various
colours for each concept types
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Adaptive navigation
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Navigation within the module
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Traversing of a directed graph following the
suggested hyperlinks
Navigation between the modules
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Tests or quizzes Tj to check the students’
knowledge
When student reaches the marginal knowledge
level kmk, hyperlinks to other modules become
active
Student could proceed to the next module
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Components of AHyCo
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System components:
1. Microsoft SQL Server 2000 database
2. Microsoft Access forms - interface for authors
3. Midle-tier component - communication between Web
application and database
4. Microsoft ASP.NET C# Web application - learning
environment
Request
Web page
AHyCo ASP.NET
Web application
Student
Web
browser
Return Web
page
MS Access XP
interface
Teacher
top.pefri.hr
MS IIS server
Request DB info
Updating DB
Return DB info
Request
queries
pCWSapzas VB.NET
component
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Return
query
results
sapzas
MS SQL
database
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Authoring component
Microsoft Access forms as an interface for
authors to the MS SQL 2000 database
Main steps in the process of authoring:
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1.
2.
3.
4.
5.
6.
Creating hypermedia lessons
Creating questions
Designing tests
Creating module
Creating graph of concepts
Creating course
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Example: Creating hypermedia lesson
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Lessons as Word objects in database and sets
of HTML documents
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Example: Creating parameterized question
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Example: Creating graph of concepts
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Graph based on prerequisite relationships
between the concepts
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AHyCo learning environment
http://ahyco.fer.hr
http://localhost/ahyco
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Example: Web page with lesson
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Example: Web page with question
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Future plans
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Evaluation of the learning environment
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Further development of the testing
environment
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Structuring and preparing the courseware for
several courses on FER and FFRI
Adding more question types
Incorporating the problem questions
Further development of the authoring
environment
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Verification with the teachers
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