Adaptive Web-Based Leveling Courses Shunichi Toida, Chris Wild, M. Zubair Li Li, Chunxiang Xu...
-
Upload
elwin-rudolf-knight -
Category
Documents
-
view
213 -
download
0
Transcript of Adaptive Web-Based Leveling Courses Shunichi Toida, Chris Wild, M. Zubair Li Li, Chunxiang Xu...
Adaptive Web-Based Leveling Courses
Shunichi Toida, Chris Wild, M. Zubair
Li Li, Chunxiang Xu Computer Science Department
Old Dominion University
OutlineMotivation and backgroundObjectivesSystem Overview
functional requirementsimplementation
StatusCourse structure JtreeArtificial intelligence in discrete mathStudent/peer awareness
Future WorkConclusions
NeedsNon-traditional Student
Second CareerTransferSecond Major
Non-traditional DeliveryAt Work/Home - AnywhereEvenings?weekends – AnytimeLess expensive
TechnologyInexpensive/Ubiquitous Multi-media PCsImproving Communications (internet)
Effective Utilization will requireLearning modelsMethods of organization and deliveryMotivational mechanisms
BackgroundODU CS Dept TechEd initiative
BS degree for AA graduatesTarget non-traditional studentsWeb-centric delivery of course material
BackgroundODU CS Dept TechEd initiative
BS degree for AA graduatesTarget non-traditional studentsWeb-centric delivery of course material
Problem: Diverse backgrounds of entering students
BackgroundODU CS Dept TechEd initiative
BS degree for AA graduatesTarget non-traditional studentsWeb-centric delivery of course material
Problem: Diverse backgrounds of entering students
Solution: Leveling courses in discrete math and programming
Use Case Summary
Instructor
C reate C ourseD escription
C reate C ourseC ontent
A na lyze andC ategorize S tuden ts
U pda te S tuden tsD ynam ic P ro file
BrowseC ourse
W ork on Q uizzesand T ests
V iew Progress
R egiser and SetProfile
Student
Adaptive Tutoring System
Functional RequirementsStudents
Navigate the course based on his profile and progressGet status on his/her progress and his relative performanceImmediate feedback where possible
InstructorSpecify courses structureClassify course contentsMonitor students performanceTrouble Alerts
Architectural FeaturesCourse description including pre-requisite structure (Oracle)
IEEE Learning Objects Metadata Standard
Student profile and progress (Oracle)Browsing support for course structure using appletContent access based on student progress
CourseDescription andStudents Profile
ContentRepository
Course navigatorand Pre-requisiteEnforcer Module
Student Servle t
HTTP Server/Request Handler
S tudentsRegistration
and S tatic P rofileModule
Students ProgressModule
Assignm ent, Q uiz,and Test Module
Course DescriptionModule
Instructor Servle t
Content CreationModule
Analyze S tudentsProfile
EvaluationModule
AI InterfaceCourse Description and
Students Profile InterfaceContent Interface
AISystem
NavigationApplet
EvaluationApplet
V iew ProgressApplet
In ternet
W eb Browser
S tudent In terface Instructor In terface
CourseDescription
Applet
Analyze ProfileApplet
S tudentEvaluate
AppletF irst T ier
SecondTier
ThirdTier
Student/Peer AwarenessProblem: motivating in a self-paced courseShow progress relative to peersShow current class averages in assessment material
Artificial Intelligence in Discrete Math
Theorem prover and symbolic computation are used for exercises on:
English to logic translationChecking inferencesChecking induction proofs
Proving Equivalences of Natural Language to Logic
Translate the following sentence into predicate calculus using “likes(x,y)” predicate
“Nobody likes JOHN”There are multiple correct answers
Proving Equivalences of Natural Language to Logic
Translate the following sentence into predicate calculus using “likes(x,y)” predicate“Nobody likes JOHN”
)),(( JOHNxlikesx
)),(( JOHNxlikesx
Handling Multiple Solutions
Restrict response to unique canonical formCompare student response to “all” correct/obvious answersProve equivalence of student response to any correct answer
Handling Multiple Solutions
Restrict response to unique canonical formCompare student response to “all” correct/obvious answersProve equivalence of student response to any correct answerTPS: Theorem Proving System
Induction ProofsBuilt on the MAPLE symbolic computation system of MATLAB
Example1+2+… + n = n(n+1)/2
On-going and Future Work
Continue development of course materials (adaptability, exercises)Integrate piecesDefine evaluation metrics (market, effectiveness)Run assessment
ConclusionsNeed to serve non-traditional studentsNeed to adapt to diverse backgroundsNeed learning environment architectures and technologiesNeed effective learning strategies which leverage the potential of web connectivity
Student Profile
<?xml version="1.0"?><!DOCTYPE STUDENT PROFILE "profile.dtd"><course title="cs381 course" student=”John Smith”> <block title="Propositional Logic" status="U"> <block title="Proposition" status="U"> <lesson title="What Is Proposition" href="course=cs381,block=cs381-1- block1.2,lesson=cs381-lesson01"> </lesson> </block> </block></course>
Course NavigationJava applet navigation of high level course structureAccess controlled by student profile
Course DevelopmentXML Course Mark-up LanguageCustomized for course structuree.g. course, block, lesson (marks)
Web-based Development ToolsServlet (Tomcat)Java Server Page (Tomcat)Java
O racleS erver
In ternet
C ontentR eposito ry
RequestHandler andPre-requisite
Enforcer
OracleInterface
S ervle t
HTTP Serverwith
Tom Cat ServletEngine
W eb B rowser
Information Flow
1. send a request to oracle in o rder to get the prerequ is itein form ation o f th is lesson2. ge t the prerequ is ite in fo rm ation from oracle3 . send a request to oracle in o rder to get the studentsta tus in form ation based on prerequ is ite .4 . ge t the student in fo rm ation and check the sta tus
The student who sa tis fies the prerequ is ite .5 . send a request to oracle to ge t the rea l sourcelocation .6 . ge t the location7. d isp lay the content on the web
The student who does not sa tisfy the prerequ is ite .5 . d isp lay the prerequ is ite tha t he does not sa tisfies andte ll h im to study such content