Information Technology Reference
In-Depth Information
based on, and using similar naming conventions
to, the LAOS model (Cristea & De Mooij, 2003).
We use the extended set of requirements, including
social activities, for the smooth transition from
student to author, as reflected in Figure 1 and
Figure 2, as well as the five scenarios introduced
above. These definitions are useful for building
adaptive systems for the social web, especially
in the field of education and lifelong learning.
The overall modelling structure follows the
conceptual modelling structure.
For reading ease, we use
Bold
for marking sets
of sets,
Italics
for marking sets, and no marker
for single elements.
Definition 1:
The
concept model CM
is the
set of all
concept maps
that are used by all pos-
sible applications of social personalized adaptive
educational systems,
C
is the set of all
concepts
,
A
is the set of all
attributes
, and
L
is the set of
all
links
.
In the following, the composing models of the
SLAOS framework are formally defined in turn:
the
Social Resource Model
, the
Social Domain
Model
, the
Social Goal and Constraints Model
,
the
Social User Model
, the
Presentation Model
(in general, as well as represented only by one of
its sub-layers, the
Physical Device Model
), and
the
Adaptation Model
in the following definition. Links are currently
not in use between items in the example system,
but are kept in the definition for conformance
purposes with the domain model, and for further
developments.
Definition 3:
An
item
i
IC
(or
resource
) is
defined by the tuple <id,
T, F, R,
R
all
> where id
is the item identifier which can be used to link to
the item's content,
T
∈
⊆
IA
is a set of tags related
to the item i,
F
⊆
IA
is a set of feedback related
to the item i,
R
IA
is a set of ratings of item
i, given by various users, and R
all
is the overall
rating for the item i.
Example: The “Leverage” item can have a
set of tags (keywords) describing the content of
this item, such as “crisis”, “leverage” or “Wall
Street” (see Figure 5). Also this item can have
feedback (comments), from the authors and/or
from the learners. The comments are generally
related to the content of the item. Moreover, this
item can have a set of ratings to value its content.
The total rating of the item is defined in the fol-
lowing definition.
Definition 4:
An
overall rating
for item i, R
all
is defined as follows: R
all
= ∑
j=1..n
R
j,i
/ n, where
R
j,i
⊆
IA
is an arbitrary rating given by person j
for item i, and n is the total number of the ratings
for item i.
Example: The content of the “Leverage” item
(Figure 5) has a rating value (typed or not typed;
types can include relatedness, interest, correct-
ness, etc.). The rating has a range from 1 to 5,
and therefore any user (author or learner) can rate
this item according to their point of view. If this
item was rated by three users with values of 4,
3, 5, then the total rate will be (4+3+5)/3 = 4 out
of 5, or “Very good” (see Figure 5). This could
then render this item recommendable to Mary
(in scenario 1).
Definition 5:
An
item type
t
∈
Social Resource Model
Definition 2:
The
item model IM
(also called
social resource model
) is formed by the
set of all
items, their relations and their properties
(also
called
resource model
;
IM
CM
), containing
all content of the social adaptive system (SAS)
relevant to the application: the
set of all items
IC
⊆
C
, the
set of all item links between con-
tent items IL
⊆
L,
and the
set of all attributes
describing items IA
⊆
A
.
Example: Any section in a module can be
linked to one item, such as “Banking crises” (see
Scenario 1 and Figure 4). This item can have a set
of features described as attributes. This is expanded
IA
is a tuple
<id, type
all
,
TA
> with id an item identifier, type
all
an overall type name, and
TA
a set of item type
attributes,
TA
⊆
∈
⊆
IA
.
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