Abstract
The paper describes a classification system for adaptive methods developed in the area of adaptive educational hypermedia based on four dimensions: What components of the educational system are adapted? To what features of the user and the current context does the system adapt? Why does the system adapt? How does the system get the necessary information? Based on this taxonomy several classical methods of adaptive educational hypermedia are classified. In a second step the paper gives an overview of key features in IMS-LD for implementing adaptive educational methods and gives some examples. In the last section the work is integrated and IMS-LD features are identified which can be used for the four dimensions of the classification system. Editors: Daniel Burgos.
Highlights
In adaptive educational hypermedia a variety of research work on how to adapt curricula and learning content to individuals and groups of learners has been done (Leutner, 1992; Brusilovsky, 1996; Weber and Specht, 1997; Specht, 1998; De Bra and Calvi, 1999)
In that sense this paper provides a proof of concept that the most widely used adaptive methods in educational systems can be represented and made reusable in IMS-LD
As the possible combinations from table 1 show the classification system allows describing a wide variety of possible adaptive methods, which use different adaptation means, targets and goals, and apply different methods for information collection
Summary
In adaptive educational hypermedia a variety of research work on how to adapt curricula and learning content to individuals and groups of learners has been done (Leutner, 1992; Brusilovsky, 1996; Weber and Specht, 1997; Specht, 1998; De Bra and Calvi, 1999). In table 1 the column "What is adapted?" gives some examples of possible values of this parameters of an adaptive method. The last column in table 1 gives some examples of information acquisition methods for adaptive methods. As the possible combinations from table 1 show the classification system allows describing a wide variety of possible adaptive methods, which use different adaptation means, targets and goals, and apply different methods for information collection. Specht (1998) describes and experiments with different examples for adaptive methods that can be found in different research areas as Intelligent Tutoring Systems (Carbonell, 1970; Clancey, 1987; Anderson, Conrad et al, 1989), Adaptive User Interfaces (Carroll, 1984; Brusilovsky, Specht et al, 1995), Adaptive Hypermedia (Brusilovsky, 1996), Intelligent Multimedia or Intelligent Agents (Feiner and McKeown, 1993; Rickel and Johnson, 1997) for Learning. We will select some methods and discuss the possibilities to implement them in IMS-LD
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
