Text authoring -> Adaptive learning
"Abstract":
This is the results of a feasibility study trying to produce a lesson with appropriate navigation based on student answers from a text file containing relations ( verbs and/or equations ).
Screenshots:
Lesson1:
A question generated with navigation control ( premiere, deuxieme, troisieme are pages name in french
)
Question category was also added. ( /racine/niveau1/valeur1 ... ) to analyse ( later ) student learning profile.
The lesson was created with a modified GIFT import format with 2 new parameters:
Page Navigation and Question Category. Here is the generated GIFT text file.
The generation was done outside Moodle by a Visual Basic 
program. ( I am not very fast in PHP 
)
The question include a modified Flash movie ( added parameters x and y ) from Flashkit.
Lesson 2:
The question include a modified more elaborated Flash movie ( added parameter red curve equation ) from Flashkit. ( the answers are not related to the curves, only equation testing )
The "verb" relation part is based on a french program Copilote. To simplify it, Copilote internal knowledge representation ( not it visual presentation ) is base on some form of Bloom's Taxonomy with about 11 levels. Copilote software only store these levels. It is not capable to shift from one level to the other alone. My contribution will be to program interlevel correspondance to support students when they will have problems with higher concepts. Now only simple questions based on relation are generated. Interlevel is not done yet.
Side effects
:
On moodle jobs there are some needs for equations questions: the flash one may be a good start with interactivity. But I tested Jpgraph and it give good results.
Even the calendar may get a new look. ( graph generated by Moodle but the values added by hand not from database )
Next:
Try to convert and/or adapt virtual lab to Moodle with parameters.
Generate wiki, glossary, ressource...
Inter level programming.
Translation in english.
Convert VB in PHP.
Conclusions:
Three intensives weeks of work on interesting technologies to learn and to adapt.
The goal is to break the paradox of better student support with lessen tutor authoring work.
For those standard addicted
, in IMS terms three items are aborded:
2.7 Reduce Content in Learning Path Based upon Learner Profile
2.8 Using Virtual Labs
2.10 Adaptive Learning Delivery
Thanks for your reading,
Bernard
(Edited by Helen Foster to remove photos by request of poster - original submission Thursday, 27 May 2004, 10:00 PM)