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Design and Development of Strategies for Adaptive Web Based Learning Environments (A-WBLE)

Design and Development of Strategies for Adaptive Web Based Learning Environments (A-WBLE). Fethi A. Inan Michael M. Grant The University of Memphis. AECT 2005 -- Orlando, FL, USA Oc. 18-22, 2005. Individual differences. Gender - Age Prior knowledge Learning & Cognitive styles

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Design and Development of Strategies for Adaptive Web Based Learning Environments (A-WBLE)

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  1. Design and Development of Strategies for Adaptive Web Based Learning Environments (A-WBLE) Fethi A. Inan Michael M. Grant The University of Memphis AECT 2005 -- Orlando, FL, USA Oc. 18-22, 2005

  2. Individual differences • Gender - Age • Prior knowledge • Learning & Cognitive styles • Discipline of study • Goals • Intelligences • Motivational state • Disabilities

  3. What is A-WBLE? • An adaptive web based learning environment gathers user’s information and preferences, builds an individual model based on the individual’s preferences and knowledge, applies adaptive methods to accommodate each individual based on the developed model, and monitors user action and learning process to provide new information to update the user’s model, thereby granting a more effective and efficient system.

  4. Advantages A-WBLE • Increases the interaction between users and material • Decreases distractions from learning tasks • Manages individual differences by providing students with a more personal experience through incorporating different instructional strategies, resources, and learning environment

  5. Adaptive model : Steps • Gathering: Collecting student’s prior preferences, knowledge, skills and attitudes • Monitoring: Observing student sequences, interaction, errors, pace • Inference: Inferring what these collected data tell about other parameters • Prediction: Predicting learner’s knowledge and level of motivation in the following learning tasks • Adapting: Making adjustments to the system based on collected and inferred data • Updating: Altering student model continuously according to collected and monitored data throughout the learning process

  6. Adaptive Methods • Adaptive Content • Adjusting the organization, format, or amount of content • Adaptive Sequencing • Ordering content in the most suitable way • Adaptive Navigation and Orientation • Changing the appearance and structure of navigations • Direct guidance, link annotation or hiding links

  7. Adaptive Methods • Adaptive Support and Feedback • Providing intelligent help during learning process regarding student actions • Adaptive Learning Activities • Providing different treatment for each user • Adaptive Interaction • Adjusting communication type to increase learner engagement in the learning process

  8. Adaptive Methods • Adaptive Assessment & Grading • Applying different type of assessment procedures and grading options • Adaptive Collaboration • Using system knowledge about different users to form a matching collaboration group • Adaptive Interface • Changing visual interface of the pages according to individual preferences

  9. Adaptive Methods • Adaptive Social Context • To maintain interest or user appeal by providing an adjusted social context • Adaptive Individualization Level • Giving options to each individual to decide the system adaptation level

  10. An architecture of an A-WBLE Learning Goals Learning Styles Student Profile Student Actions Students Errors Prior Knowledge Navigation Styles Motivation Student Model Interaction Preferences Adaptive Methods Adaptive Content Adaptive Learning Actv. Adaptive Sequence Adaptive Interaction Adaptive Individual Level Adaptive Interface Adaptive Assessment Adaptive Social Context Adaptive Feedback Adaptive Collaboration

  11. Matching Individual Differences to Adaptive Methods

  12. Requirements for A-WBLE • Instructor Requirement • Institutional Requirement • Maintenance Requirement • Ethical Requirement • Quality Requirement • Implementation Requirement

  13. Conclusion • While designing the online instruction in a more effective manner, developers have to deal with all aspects of the teaching-learning process. Therefore, adaptive methods should go beyond the adaptive content and navigation • Even if a system provides all adaptive methods according to individual characteristics, it does not guarantee learning will always occur.

  14. Contacts Fethi A. Inan The University of Memphis finan@memphis.edu http://idt.memphis.edu/~jpcheon/aect/ Michael M. Grant The University of Memphis mgrant2@memphis.edu idt.memphis.edu

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