Download e-book for iPad: 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) will be considered because the intersection of 2 usually designated components of analysis: educational technological know-how and laptop technological know-how. They surround clever tutoring structures, interactive studying environments, and positioned studying environments. there's expanding curiosity in potent educational platforms from schooling, undefined, army and executive sectors. Given fresh advances in structure and relief of bills, the time is correct to outline the following steps in examine and improvement of ALEs. This publication is an outgrowth of the displays and discussions that came about on the NATO complex research Institute held on the college of Calgary in July 1990. It comprises chapters from either researchers in educational technology and researchers in machine technology at the following issues: - structures and architectures for guideline - Representing curriculum and designing tutorial initiatives - Environments to help studying - Diagnosing scholars' studying and adjusting plans for guideline - versions of scholars' metacognition, motivation and studying concepts - Student-system interactions. The ebook containsintroductions/critiques of every pair of chapters, and a last bankruptcy discusses the synthesis of educational technological know-how and computing device science.

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Pre-defined instructional objectives, such as those advocated by many instructional design theorists, are one certainly not the only - but way in which appropriate goals and/or expectations can be established. In many instructional situations, it is more appropriate for students to develop and/or discover goals on their own. Note, however, that the current approach emphasizes the need for the students to formulate their own goals. Due to the constructive nature of learning, the mere statement of objectives or goals by the teacher (instructional agent) is not sufficient for effective learning to occur.

Throughout this chapter, reference is made to meaningfulleaming. Some attempt must be made to define what is meant by "meaningful" and how meaningful learning differs from other kinds of learning. Generally speaking, meaningful learning is concerned more with understanding than with behavioral change, although definitions of learning by cognitive psychologists are remarkably similar to traditional definitions oflearning [46]. However, there are considerable differences in the way cognitive psychologists talk about or describe the learning process.

Since all three sources of data can be useful to both the teacher and the student in monitoring the learning process, some provision should be made for making this information available for inspection after a particular lesson has been completed. However, since in many cases the raw data may be too extensive to interpret easily, some thought should be given as to how it can be summarized in a manner that is useful for the teacher and/or the learner, remembering that merely reporting the number of correct or incorrect answers is not very informative to either.

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