Profiling Learners with Special Needs for Custom E-Learning Experiences,  a Closed Case? Paola Salomoni Silvia Mirri Stefa...
Summary  <ul><li>Introduction </li></ul><ul><li>Profiling standards </li></ul><ul><li>A practical approach </li></ul><ul><...
Introduction <ul><li>Specific contents can be delivered to the user on the basis of her/his device (which could be equippe...
Introduction <ul><li>Profiling users and devices is a complex issue </li></ul><ul><li>Languages, protocols and tools have ...
Complete Profile Learners Profiles Devices Profiles
Complete Profile <ul><li>A complete information could be profitably exploited so as to increase the didactical experience ...
Profiling Devices <ul><li>Well known profiling devices protocols which describe technical characteristics of devices (in t...
Profiling Learners <ul><li>Well known learners profiling protocols: </li></ul><ul><ul><li>IMS LIP (Learner Information Pac...
Complete Profile Complete Profile = ACCLIP U CC/PP browsers user agent software hardware CCPP Profile eligibility control ...
Our Approach <ul><li>Our approach is based on the idea to put together the strengths of ACCLIP and CC/PP: </li></ul><ul><u...
Complete Profile browser user agent software hardware CC/PP Profile eligibility control content display IMS A CCLIP Profil...
A wider view <ul><li>Our profiling approach has been included in a Web-based Learning Objects Transcoder </li></ul><ul><li...
A wider view
Use case 1 ... <accessForAll ... > … <display> <visualAlert> <visualAlertGeneric> <systemSounds value=&quot;captionBar&quo...
Use case 1 [sfa:AProfile]  |  +ccpp:component-> [sfa:TerminalHardware]  |  |  |    +-rdf:type->sfa:HardwarePlatform]  |  +...
Use case 1 ... +ccpp:component-> [sfa:TerminalSoftware] |    | |    +-rdf:type-> [sfa:SoftwarePlatform] |    +-ccpp:defaul...
Use case 1 ...  | +-ccpp:component-> [sfa:TerminalBrowser]   |   +-rdf:type------> [sfa:BrowserUA]   +-ccpp:defaults-> [sf...
Use case 2 ... <accessForAll ...&quot;> … <display> <screenReader> <screenReaderGeneric> <link value=&quot;speakLink&quot;...
Use case 2 [sfa:BProfile] | +-ccpp:component-> [sfa:TerminalHardware] |    | |    +-rdf:type-->[sfa:HardwarePlatform] |   ...
Use case 2 ... +-ccpp:component-> [sfa:TerminalSoftware] |    | |    +-rdf:type---> [sfa:SoftwarePlatform] |    +-ccpp:def...
Use case 2 ...  +-ccpp:component--> [sfa:TerminalBrowser]   |   +-rdf:type---------> [sfa:BrowserUA]   +-ccpp:defaults----...
Conclusions  <ul><li>We have presented a practical approach, which enables to fully profile e-learners. </li></ul><ul><li>...
Contacts <ul><li>For further information: </li></ul><ul><ul><li>mirri@cs.unibo.it  </li></ul></ul>
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Profiling Learners with Special Needs for Custom E-Learning Experiences, a Closed Case?

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Profiling Learners with Special Needs for Custom E-Learning Experiences, a Closed Case?

  1. 1. Profiling Learners with Special Needs for Custom E-Learning Experiences, a Closed Case? Paola Salomoni Silvia Mirri Stefano Ferretti Marco Roccetti Department of Computer Science Università di Bologna
  2. 2. Summary <ul><li>Introduction </li></ul><ul><li>Profiling standards </li></ul><ul><li>A practical approach </li></ul><ul><li>Use cases </li></ul><ul><li>Conclusions </li></ul>
  3. 3. Introduction <ul><li>Specific contents can be delivered to the user on the basis of her/his device (which could be equipped with assistive technologies) </li></ul><ul><li>Accessible e-learning: </li></ul><ul><ul><li>allows distance and flexible educational activities </li></ul></ul><ul><ul><li>decreases the risk of excluding individuals with particular access capabilities </li></ul></ul><ul><ul><li>increases the social inclusion of non-typical learners </li></ul></ul>
  4. 4. Introduction <ul><li>Profiling users and devices is a complex issue </li></ul><ul><li>Languages, protocols and tools have been proposed which can be exploited devices and users’ profiles to separately create </li></ul><ul><li>None of them is effective in capturing the fundamentals of a learner profile, especially in the case of learner with special needs who may access contents through the use of different devices </li></ul>
  5. 5. Complete Profile Learners Profiles Devices Profiles
  6. 6. Complete Profile <ul><li>A complete information could be profitably exploited so as to increase the didactical experience provided to students </li></ul><ul><li>Based on such information, flexible strategies can be devised, which are able to produce accessible, customized and multimedia learning experiences to learners with different skills and who gain access through the use of diverse devices </li></ul>
  7. 7. Profiling Devices <ul><li>Well known profiling devices protocols which describe technical characteristics of devices (in terms of hardware and software capabilities): </li></ul><ul><ul><li>CC/PP (Composite Capabilities/Preferences Profile) </li></ul></ul><ul><ul><li>UAProf (User Agent Profile) </li></ul></ul>
  8. 8. Profiling Learners <ul><li>Well known learners profiling protocols: </li></ul><ul><ul><li>IMS LIP (Learner Information Package): </li></ul></ul><ul><ul><li>IMS ACCLIP (Accessibility Learner Information): a standard specification used to profile learners in terms of accessibility constraints </li></ul></ul>
  9. 9. Complete Profile Complete Profile = ACCLIP U CC/PP browsers user agent software hardware CCPP Profile eligibility control content display IMS A CCLIP Profile
  10. 10. Our Approach <ul><li>Our approach is based on the idea to put together the strengths of ACCLIP and CC/PP: </li></ul><ul><ul><li>requirements which are needed by the user to access a given content are described using ACCLIP derived elements </li></ul></ul><ul><ul><li>software/hardware features’ availability on the device in use is described using CC/PP derived elements </li></ul></ul>
  11. 11. Complete Profile browser user agent software hardware CC/PP Profile eligibility control content display IMS A CCLIP Profile Assistive Technologies Common Definitions
  12. 12. A wider view <ul><li>Our profiling approach has been included in a Web-based Learning Objects Transcoder </li></ul><ul><li>Our system is able to dynamically adapt rich media didactical contents, based on the exploited profiling approach, in order to meet learner’s needs and device capabilities </li></ul>
  13. 13. A wider view
  14. 14. Use case 1 ... <accessForAll ... > … <display> <visualAlert> <visualAlertGeneric> <systemSounds value=&quot;captionBar&quot;/> <captions value=&quot;true&quot;/> </visualAlertGeneric> </visualAlert> </display> ... <control> <mouseEmulation> <mouseEmulationGeneric> <speed value=&quot;0.5&quot;/> <acceleration value=&quot;0.5&quot;/> <device value=&quot;keypad&quot;/> </mouseEmulationGeneric> </mouseEmulation> </control> </context> </accessForAll> ...
  15. 15. Use case 1 [sfa:AProfile] | +ccpp:component-> [sfa:TerminalHardware] | | | +-rdf:type->sfa:HardwarePlatform] | +--ex:displayWidth----> &quot;240&quot; | +--ex:displayHeight---> &quot;320&quot; | +--sfa:audio----------> “yes” | +--sfa:imagecapable---> “yes” | +--sfa:brailledisplay-> “no” | +--sfa:keyboard-------> “no” ...
  16. 16. Use case 1 ... +ccpp:component-> [sfa:TerminalSoftware] | | | +-rdf:type-> [sfa:SoftwarePlatform] | +-ccpp:defaults-> [sfa:SWDefaults] | +-sfa:name------> “Pocket PC” ... | +-sfa:tool-------->[ ] | | | | | ----------------- | | | | | +--rdf:type---->[rdf:Seq] | | +--rdf:_1------>“jaws6.20” ... | +-sfa:audio----------> [ ] | | | | | --------------------- | | | | | +--rdf:type---> [rdf:Bag] | | +--rdf:_1-----> “wav” | | +--rdf:_2-----> “mp3” | | +--rdf:_3-----> “mid” | | ...
  17. 17. Use case 1 ... | +-ccpp:component-> [sfa:TerminalBrowser] | +-rdf:type------> [sfa:BrowserUA] +-ccpp:defaults-> [sfa:UADefaults] +-sfa:name-->“Pocket Internet Explorer” +-sfa:version---> “4.1” +-sfa:javascriptversion-> [ ] ... +--sfa:CSS-------------> [ ] ... +--sfa:htmlsupported---> [ ] ... +--sfa:mimesupported---> [ ] ... +--sfa:language--------> [ ] ...
  18. 18. Use case 2 ... <accessForAll ...&quot;> … <display> <screenReader> <screenReaderGeneric> <link value=&quot;speakLink&quot;/> <link value=&quot;differentVoice&quot;/> <speechRate value=&quot;500&quot;/> <pitch value=&quot;0.8&quot;/> <volume value=&quot;0.5&quot;/> </screenReaderGeneric> </screenReader> <braille>…</braille> </display> <control> <keyboardEnhanced> … </keyboardEnhanced> <mouseEmulation>…</mouseEmulation> <voiceRecognition> … </voiceRecognition> </control> </context> </accessForAll> ...
  19. 19. Use case 2 [sfa:BProfile] | +-ccpp:component-> [sfa:TerminalHardware] | | | +-rdf:type-->[sfa:HardwarePlatform] | +-ex:displayWidth----> &quot;1024&quot; | +-ex:displayHeight---> &quot;768&quot; | +-sfa:audio----------> “yes” | +-sfa:imagecapable---> “yes” | +-sfa:brailledisplay-> “yes” | +-sfa:keyboard-------> “yes” ...
  20. 20. Use case 2 ... +-ccpp:component-> [sfa:TerminalSoftware] | | | +-rdf:type---> [sfa:SoftwarePlatform] | +-ccpp:defaults---> [sfa:SWDefaults] | +-sfa:name->“Windows XP Professional” ... | +-sfa:tool-------->[ ] | | | | | ----------------- | | | | | +--rdf:type---->[rdf:Seq] | | +--rdf:_1------>“jaws7.0” ... | +-sfa:audio------>[ ] ... | +-sfa:video------>[ ] ... | +--sfa:SMILplayer->[ ] ...
  21. 21. Use case 2 ... +-ccpp:component--> [sfa:TerminalBrowser] | +-rdf:type---------> [sfa:BrowserUA] +-ccpp:defaults----> [sfa:UADefaults] +--sfa:name------>“Internet Explorer” +--sfa:version---------> “6.0” +--sfa:javascriptversion-> [ ] ... +--sfa:CSS-------------> [ ] ... +--sfa:htmlsupported---> [ ] ... +--sfa:mimesupported---> [ ] ... +--sfa:language--------> [ ] ...
  22. 22. Conclusions <ul><li>We have presented a practical approach, which enables to fully profile e-learners. </li></ul><ul><li>The idea at the basis of our approach is taking into consideration both physical human needs of the user and technical characteristics of the device he/she uses. </li></ul><ul><li>The profiling method we devised has been included into a Web-based e-learning platform we developed which is able to dynamically adapt rich multimedia e-learning materials. </li></ul>
  23. 23. Contacts <ul><li>For further information: </li></ul><ul><ul><li>mirri@cs.unibo.it </li></ul></ul>

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