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) might be considered because the intersection of 2 regularly specified parts of study: tutorial technological know-how and laptop technology. They surround clever tutoring platforms, interactive studying environments, and located studying environments. there's expanding curiosity in potent educational structures from schooling, undefined, army and executive sectors. Given fresh advances in structure and aid of bills, the time is true to outline the subsequent steps in learn and improvement of ALEs. This ebook is an outgrowth of the shows and discussions that happened on the NATO complicated research Institute held on the collage of Calgary in July 1990. It comprises chapters from either researchers in educational technology and researchers in machine technological know-how at the following subject matters: - structures and architectures for guideline - Representing curriculum and designing tutorial initiatives - Environments to help studying - Diagnosing scholars' studying and adjusting plans for guide - versions of scholars' metacognition, motivation and studying concepts - Student-system interactions. The e-book containsintroductions/critiques of every pair of chapters, and a last bankruptcy discusses the synthesis of educational technology and machine science.

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Extra resources for Adaptive Learning Environments: Foundations and Frontiers

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Students function as whole individuals, and consequently they bring more than prior content knowledge and learning skills with them to a given learning task. For instance, a person sitting down at a terminal to work on a task has certain perceptions relevant to his or her performance on the task. These perceptions, which mayor may not be consistent with more objective ones, include perceptions of what the task requires and his or her own personal needs, interests, and ability to complete the task.

The cognitive apprenticeship model provides a fresh and useful way to think about certain aspects of meaningful learning from instruction. For example, Collins et al. [13] suggest a framework for designing learning environments in which students: (a) observe and model the desired performance in an environment similar to the ones in which the performance is to occur; (b) receive external support from a tutor or expert in the form of coaching and/or conceptual scaffolding; (c) experience the gradual fading of that support; (d) articulate and reflect upon the knowledge, reasoning, and problem-solving processes in the domain being studied; and (e) are forced to explore new ways in which the knowledge or skill can be used.

The instructional agent articulates and demonstrates how various facets of the material are interrelated, the use of organizational devices such a tree diagrams and matrices, or requiring students to paraphrase or summarize the material. However, it is possible for these instructional acts to be performed without any meaningful learning on the part of the students. , assessment that assesses understanding rather than rote recall) of what the students are acquiring. Metacognitive and Affective Aspects of Learning It is understandable that the cognitive sciences have focussed almost exclusively on cognitive processes and their role in learning and human behaviour.

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