Adaptive Learning Environments: Foundations and Frontiers by Marlene Jones (auth.), Marlene Jones, Philip H. Winne (eds.)

By Marlene Jones (auth.), Marlene Jones, Philip H. Winne (eds.)

Adaptive studying Environments (ALEs) could be considered because the intersection of 2 characteristically targeted parts of study: educational technology and computing device technological know-how. They surround clever tutoring platforms, interactive studying environments, and positioned studying environments. there's expanding curiosity in powerful educational platforms from schooling, undefined, army and govt sectors. Given fresh advances in structure and relief of expenses, the time is correct to outline the subsequent steps in study and improvement of ALEs. This e-book is an outgrowth of the displays and discussions that happened on the NATO complicated learn Institute held on the college of Calgary in July 1990. It comprises chapters from either researchers in tutorial technology and researchers in desktop technological know-how at the following themes: - structures and architectures for guide - Representing curriculum and designing tutorial initiatives - Environments to aid studying - Diagnosing scholars' studying and adjusting plans for guide - types of scholars' metacognition, motivation and studying options - Student-system interactions. The e-book containsintroductions/critiques of every pair of chapters, and a last bankruptcy discusses the synthesis of tutorial technology and machine science.

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One major challenge that faces us during the next decade is finding ways to integrate the cognitive, metacognitive, affective, and motivational factors responsible for effective learning into instruction. The planning and design of instructional systems must make provisions for engaging all four types of processes in a meaningful way. Different Types of Learning and Knowledge There is a tendency at times to think that there is only one type of learning or that all knowledge about a particular topic is the same.

Several things are involved in identifying the instructional goals and purpose of a prograrn. , 10, 11,24]. This task analysis would seek to identify the key components, sub-tasks, and prerequisites of the desired perfonnance, as well as the relationship between the program and the way in which the learning experience fits into the curriculum. Consideration of Audience/User Wide ranges exist in the students for whom instructional computing systems are designed, and no one would expect, for instance, the same program to be ideally suited for both primary and university students.

Although technology may not be currently available to handle open-ended queries such as the latter one on-line, it may prove beneficial, depending on the level and maturity of the students with which one is working, to use such prompts either as a basis for discussion prior to actual use of the IeS or as a prompt which may be sufficient for eliciting the desired knowledge. This learning function is important even with less structured leSs such as microworlds, and careful consideration needs to be given to appropriate ways of initiating it.

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