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ferent adaptation strategies could, however, use
this link in different ways. This can be used for
instance in scenario 2 to recommend these items
as parts of the same larger group project work.
The following constraint completes the defi-
nition of a module, as a linked set of concepts.
Constraint 2
: For any concept in a module
there is another concept in that module with which
this concept has a relation.
Explanation: The expectation is that at least
one hierarchical relation exists between the items/
concepts, as is usual in educational environments,
where chapters are grouped into hierarchically
linked sections and sub-sections. Also, 'free',
non-linked concepts will not be able to be visited
by users when they navigate through the domain
maps. Thus it is essential to have at least one type
of link linking each concept in the map to at least
one other concept.
Definition 11.
A
domain attribute
a
in making the link between the concepts (anchors)
and the resource items, which are previously
defined in the Social Resource Model.
Social Goal and Constraints Model
Definition 13:
The
social goal and constraints
model GM
is formed by the
set of all goal and
constraints maps
(
GM
CM
), containing all
information (resources and links between them)
about the social adaptive system (SAS) relevant
to the overall goal of the application: the
set of
all goal model concepts GC
⊆
C
, the
set of all
goal model links between goal concepts GL
⊆
L,
and the
set of all attributes describing goal
concepts GA
⊆
A
.
Example: The previous lesson (module) of “Fi-
nancial crisis” can have a set of adaptive modules.
Furthermore, each of these adaptive modules (e.g.
Figure 4) can have different pedagogic goals (adapt
to user knowledge, personalize for preferences,
etc.) which can be expressed as a set of constraints
(conditions) in order to deliver adaptive course
materials. These conditions can be defined as at-
tributes as in the following definition.
Definition 14:
A
goal and constraints map
GM
⊆
DA
∈
of a domain dc
DC
is a tuple <M
dc
,
type, val>
where M
dc
is the module the domain attribute
belongs to, type is the name of the domain map
attribute; and val is the value (contents) of the
domain model attribute.
Example: An attribute for the “Financial cri-
sis” module (Figure 5) could be the details on the
author of this module. Another attribute could be
the description of the domain contents gathered
in the module. This type of description can help
for instance Helen, the teacher in Scenario 5, to
be automatically presented with a list of domain
concepts and domains that are related and thus
relevant to her authored new course. She can
then choose from the list the ones that are most
relevant (as in Figure 6).
Definition 12.
A
domain concept attribute
∈
CM
of the social adaptive system (SAS)
is an
enriched module
, which consists of a tuple
<
GC
,
GL, GA
>, where
GC
∈
GC
represents a set
⊆
of goal model concepts,
GL
GL
is a set of goal
⊆
model links and
GA
GA
is a set of goal model
⊆
attributes.
Example: To the “Speculative bubbles and
crashes” item in the lesson on “Financial crisis”
(Figure 4) can additionally be added, via this
model, a label attribute, which defines the knowl-
edge level required for this item (e.g. beginner,
intermediate, or advanced). Thus, based on this
label, the item can be part of different views (dif-
ferent delivery) based on the learner's knowledge
level. For instance, in scenario 3, if 'Financial
crisis' is all marked as beginner level, then John
can be recommended 'Advanced concepts on
DA
is a tuple <id
dc
,
type, val> where id
dc
is
an identifier for concept dc, type is the name of
the DM attribute; and val is the value (contents)
of the DM attribute.
Example: An example attribute for the “Lever-
age” concept (Figure 4) is the very title, “Lever-
age”. In general, a domain concept attribute helps
a2
∈
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