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Adaptive knowledge maps

Adaptive knowledge maps. M árta Turcsányi-Szabó assosiate professor turcsanyine@ludens.elte.hu Péter Kaszás PhD student p _kaszas @ludens.elte.hu Eötvös Loránd University Informatics Methodology Group. Internet-based materials. Difficult o f navigate in the topic structure

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Adaptive knowledge maps

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  1. Adaptive knowledge maps Márta Turcsányi-Szabó assosiate professor turcsanyine@ludens.elte.hu Péter Kaszás PhD student p_kaszas@ludens.elte.hu Eötvös Loránd University Informatics Methodology Group

  2. Internet-based materials • Difficult of navigate in the topic structure • Lack of personalized guidance • No information about the usability and • Special needs are rarely satisfied

  3. New requirements • Tracing students’ personal workflow • Giving feedback to the students • Offering suggestion to the most effective route in the material • Pick and change the less effective items in the materials • Suit the material to the changing needs

  4. An example: English grammar course • Analysis of atomic links of free Internet-based materials in quality educational sites • 2 main types of materials: grammar explanations and exercises • Materials in 3 levels • Synthesis of selected atomic links into hierarchical course structure usingCoraler maps

  5. Coraler maps English grammar course represented by Coraler map(deepest level of the map)

  6. Criteria-oriented learning

  7. Default map Submap of the topic Tenses

  8. Criteria-oriented learning

  9. Level test • More than 50 questions in a test(database of over 800 questions) • Questions in each topic • Typical exercises of the particular topic • Several kinds of questions(gap filling, sentence constructing,multiple choice, etc.)

  10. Criteria-oriented learning

  11. New coloured map Personalized submap of the topic Tenses

  12. Criteria-oriented learning

  13. Practice • Over 500 links to free materials • Exercises with self-checking • Practicing the particular topic • Applied sites: • ESL Lounge: ESL Lesson Plans, ESL Materials for Teaching English http://www.esl-lounge.com/ • EnglishClub English Grammar • http://grammar.englishclub.com/index.html • ELC Study Zone • http://web2.uvcs.uvic.ca/elc/studyzone/index.htm • EduFind • http://www.edufind.com/english/grammar/index.cfm • About ESL sites • http://esl.about.com/mbody.htm

  14. Criteria-oriented learning

  15. Small tests • 3 questions in a test • All questions in the specific topic • Its style is like the level test

  16. Criteria-oriented learning

  17. New coloured map Personalized submap of the topic Tenses

  18. Action research process • Pilot system between Feb – April 2003 • Data were collected about students’ activity • The material and the test database were also examined

  19. Evaluation of the learners • Workflows of over 50 students were analyzed • Average efficiency: 64.0% • Average improvement: 5.4%

  20. Evaluation of the material • The most improvements: Conditionals • The most mistakes: General adverbs, Adjectives • The most certain knowledge: Possessive pronouns, Adverbs of place

  21. Evaluation of the question-types • The most successful: multiple choice (75.0%) • The least successful:Sentence rewriting (23.3%) Significant difference between the questions needed active knowledge and the ones needed just passive knowledge.

  22. After the evaluation • Create student clusters to suggest personal route in the material • Change improper test questions • Replace the items of the materials that are not effective enough • Extend the variety of the material

  23. Adaption within the Colabs project Complex site with many activitiesWhich route is the best?

  24. Adaption within the Colabs project Coraler map shows the structure of the portal

  25. Adaption within the Colabs project Coraler map is used to trace students’ activities Borders show the visited tasks of the student

  26. Adaption within the Colabs project Individual knowledge maps contain: • Accessed trajectories • Time spent on a particular task • Test results • Uploaded portfolio • Points of collaboration Using the knowledge maps we wish to investigate: • What the favourite activities are • Which nodes invoke collaboration • The validity of the knowledge map • The clustering of students routes

  27. Adaption within the Colabs project Aims: • Help novice students in a highly visual form • Personal knowledge maps for students to review their activities and results • Personal knowledge maps for teachers to review the students’ activities and results • Provide on-going advice for students

  28. Information TeaM Lab http://team-lab.ini.hu Coraler Corporation http://www.coraler.com Péter Kaszás p_kaszas@ludens.elte.hu

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