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Journal ArticleDOI

Methods and techniques of adaptive hypermedia

01 Jul 1996-User Modeling and User-adapted Interaction (Kluwer Academic Publishers)-Vol. 6, Iss: 2, pp 87-129
TL;DR: This paper is a review of existing work on adaptive hypermedia and introduces several dimensions of classification of AH systems, methods and techniques and describes the most important of them.
Abstract: Adaptive hypermedia is a new direction of research within the area of adaptive and user model-based interfaces. Adaptive hypermedia (AH) systems build a model of the individual user and apply it for adaptation to that user, for example, to adapt the content of a hypermedia page to the user's knowledge and goals, or to suggest the most relevant links to follow. AH systems are used now in several application areas where the hyperspace is reasonably large and where a hypermedia application is expected to be used by individuals with different goals, knowledge and backgrounds. This paper is a review of existing work on adaptive hypermedia. The paper is centered around a set of identified methods and techniques of AH. It introduces several dimensions of classification of AH systems, methods and techniques and describes the most important of them.

Summary (2 min read)

Introduction

  • Adaptatividad o aprendizaje adaptativo, aprendizaje autónomo, ambientes de aprendizaje, Flipped Classroom approach, also known as Palabras claves.
  • De igual forma, dentro de la elaboración del marco teórico se tuvo en cuenta los siguientes conceptos: adaptatividad o aprendizaje adaptativo, ambientes de aprendizaje, aprendizaje autónomo y modelo Flipped Classroom o aula inversa.

5.1 Diagnóstico macro proyecto problema educativo

  • En todos los grados de escolaridad se ha evidenciado ese fenómeno incluso a nivel universitario en donde hay un supuesto que los estudiantes llegan con grandes expectativas sobre la profesión que escogieron, pero aún así no tienen el hábito de trabajo autónomo.
  • En primer lugar, según los docentes encuestados hay un gran porcentaje de estudiantes que evidencian poca responsabilidad y compromiso ante el conocimiento.
  • 3.2 Propósito de aprendizaje Este curso se desarrolló por medio de una modalidad blended learning en donde los estudiantes no sólo tuvieron contacto con la plataforma virtual de Moodle, sino que también contaron con el apoyo del docente en encuentros presenciales.
  • Página principal del curso “Genetics and Evolution” en el campus virtual de la Unimonserrate.

Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación

  • Dentro de las actividades en el curso, se propuso ejercicios que vincularan el trabajo colaborativo, es decir una interacción constante con compañeros de clase para hacer más amena el aula virtual.
  • Posterior a este trabajo, tuvieron los encuentros presenciales para reforzar los temas aprendidos, resolver dudas, y ser evaluados.
  • A partir de los anteriores resultados se evidencia fácilmente que según los estudiantes encuestados, la mayoría está de acuerdo en que la propuesta del curso virtual fue buena, pero no cumplió todas sus expectativas, ni les ayudó en grandes porcentajes a mejorar sus niveles de aprendizaje autónomo.
  • Sin embargo, si se revisan las dos últimas preguntas se puede demostrar que son estudiantes que no se consideran totalmente autónomos en cuanto al aprendizaje pero tampoco evidencian un gran compromiso ni responsabilidad con la herramienta que se les brindó para apoyarlos en sus clases de ciencias.
  • Evidencia de actividad sin realizar por parte de los estudiantes.

Metas (período de implementación)

  • En especial la directora del programa dio el visto bueno al trabajo realizado en modalidad virtual y presentó una carta evaluando la pertinencia del curso Genetics and Evolution (Ver en anexos la carta).
  • De igual manera, se planteó un diseño cuasi-experimental, teniendo en cuenta el objetivo y alcances que se quisieron alcanzar con el proyecto, los cuales fueron dirigidos a explorar, evaluar, describir, interpretar y analizar los aportes que puede generar un ambiente virtual adaptativo al aprendizaje autónomo en estudiantes universitarios.
  • Aprendizaje autónomo. Ambientes de aprendizaje. El modelo Flipped Classroom (Aula Inversa).
  • A partir de esta construcción teórica se fortalecieron las bases tanto del proyecto educativo como del investigativo, permitiendo así dar un sustento teórico fuerte a la solución que se brindó al problema educativo identificado en la Fundación Universitaria Monserrate.

6.9 Formato de consentimiento informado

  • 10 Validación del instrumento por juicio de experto.
  • Así mismo se les ayudó a despertar la curiosidad ante este tipo de estrategias pedagógicas que al estudiarlas y entenderlas mejor pueden ser replicadas en sus prácticas docentes.
  • Esto fue aceptado de buena manera por ellos y sus niveles académicos en la asignatura evidenciaron mejoras en aquellos estudiantes que cumplieron en un mayor porcentaje las actividades propuestas en el ambiente virtual adaptativo creado.

11.1 Formatos de consentimiento informado

  • Formato Estudiantes Formato Docentes Formato Rector Formato Directora del programa Licenciatura en Educación Bilingüe 11.2 Informe Eje Diagnóstico Eje Diagnóstico Fundación Universitaria Unimonserrate La Monserrate es una institución de educación superior de carácter privado, que fue fundada en el año de 1948 por la sociedad Hijas del Corazón de María.
  • Además por las condiciones de la universidad.
  • Para nosotros 3 grandes problemas son: Primero, Segundo, toda la renovación del proyecto educativo institucional.
  • Ante esto, explica el rector, se están dotando las nuevas sedes con computadores portátiles y herramientas tecnológicas como televisores en todos los salones.

11.9 Acta reunión profesores del Área de inglés

  • Los profesores Ángela Coronado y Francisco Lara realizan la socialización de su lesson plan correspondiente a segundo semestre (nivel II).
  • Los comentarios obedecen a constituir el juego como un elemento fundamental del proceso de aprendizaje.
  • Se solicita apoyo de los docentes de apoyo para recibir el dinero del campamento.
  • El profesor Francisco Lara ofreció su apoyo para esto.

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BIBLIOTECA OCTAVIO ARIZMENDI POSADA
UNIVERSIDAD DE LA SABANA
Chía - Cundinamarca

Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación
Universitaria Unimonserrate
1
Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación
Universitaria Unimonserrate
Presentado Por:
Diana Marcela Soto Artunduaga
Director:
María Nelsy González Portilla
Trabajo presentado como requisito para optar el título de
Magíster en Proyectos Educativos Mediados por TIC
UNIVERSIDAD DE LA SABANA
CENTRO DE TECNOLOGIAS PARA LA ACADEMIA
MAESTRÍA EN PROYECTOS EDUCATIVOS MEDIADOS POR TIC
BOGOTÁ, 2017

Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación
Universitaria Unimonserrate
2
Resumen
Hoy en día un porcentaje alto de estudiantes tanto a nivel universitario como escolar,
presentan bajos niveles de autonomía en todo lo concerniente a su formación académica. Muy
pocos son conscientes de que el aprendizaje no depende únicamente del docente que imparte un
conocimiento, sino que ellos también juegan un rol muy importante. Teniendo en cuenta esto y
después de analizar la situación en relación con este tema en estudiantes del programa de
Licenciatura en Educación Bilingüe de la Fundación Universitaria Unimonserrate, se propone un
proyecto educativo e investigativo, en el cual, se indaguen y describan los aportes que puede
brindar un ambiente virtual adaptativo aplicado al área de Ciencias Naturales en Inglés, al
fortalecimiento de hábitos de aprendizaje autónomo en docentes en formación. De aquí surgen
conclusiones en donde se describe la importancia del docente en modalidades virtuales de
aprendizaje, la motivación de estudiantes y docentes al trabajo adaptativo, así como su
preparación para el manejo de las nuevas tecnologías en la educación. Este proyecto apunta
especialmente a dar nuevas luces ante el proceso del aprendizaje autónomo en estudiantes
universitarios por medio de la implementación de las TIC, por lo cual, todos aquellos interesados
en el tema de la educación e innovación en el aula están invitados a leer sobre el mismo y generar
aportes que ayuden a su fortalecimiento.
Palabras claves: adaptatividad o aprendizaje adaptativo, aprendizaje autónomo,
ambientes de aprendizaje, Flipped Classroom approach.

Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación
Universitaria Unimonserrate
3
Abstract
Today, a high percentage of students, both at university and at school level, have low
levels of autonomy in all matters concerning their academic education. Very few are aware that
learning does not depend only on the teacher who imparts knowledge, but they also play a very
important role. Taking into account this and after analyzing the situation in relation to this subject
in students of the Bachelor's Degree Program in Bilingual Education of the Fundación
Universitaria Unimonserrate, an educational and research project is proposed, in which the
contributions, that can be providing by an adaptive virtual environment applied to the area of
Natural Sciences in English, could be infer and descrive to the strengthening of autonomous
learning habits in teachers in formation. From this, conclusions are drawn which describe the
importance of the teacher in virtual learning modalities, the motivation of students and teachers to
adaptive work, as well as their preparation for the management of new technologies in education.
This project aims especially to give new light to the process of autonomous learning in university
students through the implementation of ICTs, so that all those interested in the subject of education
and innovation in the classroom are invited to read about it and generate contributions that help to
strengthen it.
Key words: Adaptive or adaptive learning, autonomous learning, learning environments,
Flipped Classroom approach

Aprendizaje Autónomo y Adaptativo para la Formación de Docentes en la Fundación
Universitaria Unimonserrate
4
1. Tabla de Contenido
Introducción .............................................................................................................................. 8
1.
Justificación ...................................................................................................................... 10
2.
Planteamiento del problema ............................................................................................ 11
3.
Objetivos ........................................................................................................................... 13
3.1
Objetivo general ...................................................................................................................... 13
3.2
Objetivos específicos ............................................................................................................... 13
4.
Marco teórico referencial ................................................................................................ 14
4.1
Estado del arte ............................................................................................................................ 14
4.2
Marco Teórico ............................................................................................................................ 29
4.2.1
Referente Pedagógico .......................................................................................................... 29
4.2.2
Referente disciplinar ............................................................................................................ 32
4.2.3
Referentes TIC ..................................................................................................................... 35
5.
Descripción de la implementación: Abordaje del problema educativo
institucional…………………………………………………………………………………..39
5.1
Diagnóstico macro proyecto problema educativo ................................................................. 39
5.2
Formulación del proyecto educativo ...................................................................................... 42
5.3
Relevancia de la mediación TIC al problema educativo ...................................................... 43
5.3.1
Descripción general .......................................................................................................... 43
5.3.2
Propósito de aprendizaje ................................................................................................. 44
5.3.3 Diseño instruccional ........................................................................................................ 46
5.3.3
Informe implementación. ................................................................................................ 56
6.
Diseño metodológico ......................................................................................................... 63
6.1
Sustento epistemológico .......................................................................................................... 63
6.2
Fase preparatoria .................................................................................................................... 65
6.3
Diseño de la investigación ....................................................................................................... 65
6.4
Descripción de la implementación ......................................................................................... 66
6.5
Acceso al campo ...................................................................................................................... 66
6.6
Muestra y población ............................................................................................................... 67
6.7
Variables de análisis ............................................................................................................... 68
6.8 Análisis de instrumentos………………………………………………………………….....70

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Cites methods from "Methods and techniques of adaptive ..."

  • ...This is a task that has been also supported by adaptive hypermedia techniques [23]....

    [...]

Journal ArticleDOI
27 Mar 2001
TL;DR: Adaptive hypermedia as mentioned in this paper is a relatively new direction of research on the crossroads of hypermedia and user modeling, which builds a model of the goals, preferences and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user.
Abstract: Adaptive hypermedia is a relatively new direction of research on the crossroads of hypermedia and user modeling. Adaptive hypermedia systems build a model of the goals, preferences and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user. The goal of this paper is to present the state of the art in adaptive hypermedia at the eve of the year 2000, and to highlight some prospects for the future. This paper attempts to serve both the newcomers and the experts in the area of adaptive hypermedia by building on an earlier comprehensive review (Brusilovsky, 1996; Brusilovsky, 1998).

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Abstract: An improved human user computer interface system, wherein a user characteristic or set of characteristics, such as demographic profile or societal “role”, is employed to define a scope or domain of operation. The operation itself may be a database search, to interactively define a taxonomic context for the operation, a business negotiation, or other activity. After retrieval of results, a scoring or ranking may be applied according to user define criteria, which are, for example, commensurate with the relevance to the context, but may be, for example, by date, source, or other secondary criteria. A user profile is preferably stored in a computer accessible form, and may be used to provide a history of use, persistent customization, collaborative filtering and demographic information for the user. Advantageously, user privacy and anonymity is maintained by physical and algorithmic controls over access to the personal profiles, and releasing only aggregate data without personally identifying information or of small groups.

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References
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Book
01 Feb 1997
TL;DR: The human and the design of interactive systems: The myth of the infinitely fast machine, a guide to designing for diversity and the process of design.
Abstract: Contents Foreword Preface to the third edition Preface to the second edition Preface to the first edition Introduction Part 1 Foundations Chapter 1 The human 1.1 Introduction 1.2 Input-output channels Design Focus: Getting noticed Design Focus: Where's the middle? 1.3 Human memory Design Focus: Cashing in Design Focus: 7 +- 2 revisited 1.4 Thinking: reasoning and problem solving Design Focus: Human error and false memories 1.5 Emotion 1.6 Individual differences 1.7 Psychology and the design of interactive systems 1.8 Summary Exercises Recommended reading Chapter 2 The computer 2.1 Introduction Design Focus: Numeric keypads 2.2 Text entry devices 2.3 Positioning, pointing and drawing 2.4 Display devices Design Focus: Hermes: a situated display 2.5 Devices for virtual reality and 3D interaction 2.6 Physical controls, sensors and special devices Design Focus: Feeling the road Design Focus: Smart-Its - making sensors easy 2.7 Paper: printing and scanning Design Focus: Readability of text 2.8 Memory 2.9 Processing and networks Design Focus: The myth of the infinitely fast machine 2.10 Summary Exercises Recommended reading Chapter 3 The interaction 3.1 Introduction 3.2 Models of interaction Design Focus: Video recorder 3.3 Frameworks and HCI 3.4 Ergonomics Design Focus: Industrial interfaces 3.5 Interaction styles Design Focus: Navigation in 3D and 2D 3.6 Elements of the WIMP interface Design Focus: Learning toolbars 3.7 Interactivity 3.8 The context of the interaction Design Focus: Half the picture? 3.9 Experience, engagement and fun 3.10 Summary Exercises Recommended reading Chapter 4 Paradigms 4.1 Introduction 4.2 Paradigms for interaction 4.3 Summary Exercises Recommended reading Part 2 Design process Chapter 5 Interaction design basics 5.1 Introduction 5.2 What is design? 5.3 The process of design 5.4 User focus Design Focus: Cultural probes 5.5 Scenarios 5.6 Navigation design Design Focus: Beware the big button trap Design Focus: Modes 5.7 Screen design and layout Design Focus: Alignment and layout matter Design Focus: Checking screen colors 5.8 Iteration and prototyping 5.9 Summary Exercises Recommended reading Chapter 6 HCI in the software process 6.1 Introduction 6.2 The software life cycle 6.3 Usability engineering 6.4 Iterative design and prototyping Design Focus: Prototyping in practice 6.5 Design rationale 6.6 Summary Exercises Recommended reading Chapter 7 Design rules 7.1 Introduction 7.2 Principles to support usability 7.3 Standards 7.4 Guidelines 7.5 Golden rules and heuristics 7.6 HCI patterns 7.7 Summary Exercises Recommended reading Chapter 8 Implementation support 8.1 Introduction 8.2 Elements of windowing systems 8.3 Programming the application Design Focus: Going with the grain 8.4 Using toolkits Design Focus: Java and AWT 8.5 User interface management systems 8.6 Summary Exercises Recommended reading Chapter 9 Evaluation techniques 9.1 What is evaluation? 9.2 Goals of evaluation 9.3 Evaluation through expert analysis 9.4 Evaluation through user participation 9.5 Choosing an evaluation method 9.6 Summary Exercises Recommended reading Chapter 10 Universal design 10.1 Introduction 10.2 Universal design principles 10.3 Multi-modal interaction Design Focus: Designing websites for screen readers Design Focus: Choosing the right kind of speech Design Focus: Apple Newton 10.4 Designing for diversity Design Focus: Mathematics for the blind 10.5 Summary Exercises Recommended reading Chapter 11 User support 11.1 Introduction 11.2 Requirements of user support 11.3 Approaches to user support 11.4 Adaptive help systems Design Focus: It's good to talk - help from real people 11.5 Designing user support systems 11.6 Summary Exercises Recommended reading Part 3 Models and theories Chapter 12 Cognitive models 12.1 Introduction 12.2 Goal and task hierarchies Design Focus: GOMS saves money 12.3 Linguistic models 12.4 The challenge of display-based systems 12.5 Physical and device models 12.6 Cognitive architectures 12.7 Summary Exercises Recommended reading Chapter 13 Socio-organizational issues and stakeholder requirements 13.1 Introduction 13.2 Organizational issues Design Focus: Implementing workflow in Lotus Notes 13.3 Capturing requirements Design Focus: Tomorrow's hospital - using participatory design 13.4 Summary Exercises Recommended reading Chapter 14 Communication and collaboration models 14.1 Introduction 14.2 Face-to-face communication Design Focus: Looking real - Avatar Conference 14.3 Conversation 14.4 Text-based communication 14.5 Group working 14.6 Summary Exercises Recommended reading Chapter 15 Task analysis 15.1 Introduction 15.2 Differences between task analysis and other techniques 15.3 Task decomposition 15.4 Knowledge-based analysis 15.5 Entity-relationship-based techniques 15.6 Sources of information and data collection 15.7 Uses of task analysis 15.8 Summary Exercises Recommended reading Chapter 16 Dialog notations and design 16.1 What is dialog? 16.2 Dialog design notations 16.3 Diagrammatic notations Design Focus: Using STNs in prototyping Design Focus: Digital watch - documentation and analysis 16.4 Textual dialog notations 16.5 Dialog semantics 16.6 Dialog analysis and design 16.7 Summary Exercises Recommended reading Chapter 17 Models of the system 17.1 Introduction 17.2 Standard formalisms 17.3 Interaction models 17.4 Continuous behavior 17.5 Summary Exercises Recommended reading Chapter 18 Modeling rich interaction 18.1 Introduction 18.2 Status-event analysis 18.3 Rich contexts 18.4 Low intention and sensor-based interaction Design Focus: Designing a car courtesy light 18.5 Summary Exercises Recommended reading Part 4 Outside the box Chapter 19 Groupware 19.1 Introduction 19.2 Groupware systems 19.3 Computer-mediated communication Design Focus: SMS in action 19.4 Meeting and decision support systems 19.5 Shared applications and artifacts 19.6 Frameworks for groupware Design Focus: TOWER - workspace awareness Exercises Recommended reading Chapter 20 Ubiquitous computing and augmented realities 20.1 Introduction 20.2 Ubiquitous computing applications research Design Focus: Ambient Wood - augmenting the physical Design Focus: Classroom 2000/eClass - deploying and evaluating ubicomp 20.3 Virtual and augmented reality Design Focus: Shared experience Design Focus: Applications of augmented reality 20.4 Information and data visualization Design Focus: Getting the size right 20.5 Summary Exercises Recommended reading Chapter 21 Hypertext, multimedia and the world wide web 21.1 Introduction 21.2 Understanding hypertext 21.3 Finding things 21.4 Web technology and issues 21.5 Static web content 21.6 Dynamic web content 21.7 Summary Exercises Recommended reading References Index

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Abstract: Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP

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Journal ArticleDOI
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Abstract: In many contexts, humans often represent their own “neighborhood” in great detail, yet only major landmarks further away. This suggests that such views (“fisheye views”) might be useful for the computer display of large information structures like programs, data bases, online text, etc. This paper explores fisheye views presenting, in turn, naturalistic studies, a general formalism, a specific instantiation, a resulting computer program, example displays and an evaluation.

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"Methods and techniques of adaptive ..." refers background in this paper

  • ...Human-computer interaction research offers a number of techniques to adapt the structure and the form of various kinds of networks, including hypermedia maps (Furnas, 1986; Mukherjea & Foley, 1995; Mukherjea, Foley & Hudson, 1995; Rivlin, Botafogo & Shneidermann, 1994)....

    [...]

ReportDOI
01 Feb 1995
TL;DR: An information seeking assistant for the world wide web, called WebWatcher, interactively helps users locate desired information by employing learned knowledge about which hyperlinks are likely to lead to the target information.
Abstract: We describe an information seeking assistant for the world wide web. This agent, called WebWatcher, interactively helps users locate desired information by employing learned knowledge about which hyperlinks are likely to lead to the target information. Our primary focus to date has been on two issues: (1) organizing WebWatcher to provide interactive advice to Mosaic users while logging their successful and unsuccessful searches as training data, and (2) incorporating machine learning methods to automatically acquire knowledge for selecting an appropriate hyperlink given the current web page viewed by the user and the user’s information goal. We describe the initial design of WebWatcher, and the results of our preliminary learning experiments.

644 citations

Frequently Asked Questions (5)
Q1. What are the contributions in this paper?

Taking into account this and after analyzing the situation in relation to this subject in students of the Bachelor 's Degree Program in Bilingual Education of the Fundación Universitaria Unimonserrate, an educational and research project is proposed, in which the contributions, that can be providing by an adaptive virtual environment applied to the area of Natural Sciences in English, could be infer and descrive to the strengthening of autonomous learning habits in teachers in formation. This project aims especially to give new light to the process of autonomous learning in university students through the implementation of ICTs, so that all those interested in the subject of education and innovation in the classroom are invited to read about it and generate contributions that help to strengthen it. 

El 80% de nuestra población es de estrato 1 y 2 y tenemos más o menos un 18% de estrato 3, entonces si tú te das cuenta básicamente eso manifiesta la naturaleza de la universidad, una obra social para la educación, para una educación integral. 

Como se ha mencionado en apartados anteriores, la adaptatividad es un sistema educativo online que tiene como objetivo personalizar los conocimientos y/o saberes según las características de los estudiantes, para identificar el aprendizaje autónomo en jóvenes universitarios. 

The effects of the classroom flip on the learning environment: Acomparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. 

es muy importante el aprendizaje autónomo en el contexto universitario, ya que ayuda a tener mas responasabilidad en sus trabajo y en todas las metas propuestas, ademas ayuda al perfil profesional a desenvolverse como un ser independiente y responsable.