Building an Instructional Framework to Support Learner Control in Adaptive Educational Systems

Building an Instructional Framework to Support Learner Control in Adaptive Educational Systems

Kyparisia A. Papanikolaou (University of Athens, Greece) and Maria Grigoriadou (University of Athens, Greece)
DOI: 10.4018/978-1-59140-690-7.ch006
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Abstract

Recently there has been a growing appreciation concerning learner control over the learning/instructional process, leading to the development of mixed-initiative systems where learners are allowed to take varying levels of control. The design of Adaptive Educational Systems (AES) that provide such learner control opportunities through their adaptive and adaptable dimensions, is a challenging research goal that requires a certain understanding of the learning and instructional processes. To this aim, in this chapter we focus on the educational background that should underlie the design of adaptation and learner-system interaction in the context of AES used for Web-based education. We propose an instructional framework that supports a variety of instructional approaches and provides guidelines that unify several processes underlying adaptation such as structuring the domain knowledge, developing the content, and planning individualised support—assessment—learner control opportunities. This framework incorporates a variety of approaches over instruction and assessment, in order to accommodate the diversity of learners’ needs and preferences, and enable them to choose when, what, and how to learn. The theoretical background underlying the design of the framework and the implications for Web-based AES design are also discussed.

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Table of Contents
Foreword
Richard Noss
Chapter 1
Jing P. Fan, Robert D. Macredie
Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design... Sample PDF
Gender Differences and Hypermedia Navigation: Principles for Adaptive Hypermedia Learning Systems
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Chapter 2
Maria A.M. Souto, Regina Verdin
Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used... Sample PDF
Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment
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Chapter 3
Mohammed A. Razek, Claude Frasson, Marc Kaltenbach
This chapter describes how we can use dominant meaning to improve a Web-based learning environment. For sound adaptive hypermedia systems, we need... Sample PDF
Dominant Meanings Approach Towards Individualized Web Search for Learning Environments
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Chapter 4
Gladys Castillo, João Gama, Ana M. Breda
This chapter presents an adaptive predictive model for a student modeling prediction task in the context of an adaptive educational hypermedia... Sample PDF
An Adaptive Predictive Model for Student Modeling
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Chapter 5
Marek Czarkowski, Judy Kay
This chapter describes Tutor3, the latest in a sequence of systems that we have created to provide adaptation of hypertext where the user can... Sample PDF
Giving Learners a Real Sense of Control Over Adaptivity, Even If They Are Not Quite Ready For It Yet
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Chapter 6
Kyparisia A. Papanikolaou, Maria Grigoriadou
Recently there has been a growing appreciation concerning learner control over the learning/instructional process, leading to the development of... Sample PDF
Building an Instructional Framework to Support Learner Control in Adaptive Educational Systems
$37.50
Chapter 7
Jacopo Armani, Luca Botturi
This chapter presents MAID, a complete design method for adaptive courseware tailored for non-technical people. Adaptive hypermedia systems... Sample PDF
Bridging the Gap with MAID: A Method for Adaptive Instructional Design
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Chapter 8
Evangelia Gouli, Agoritsa Gogoulou, Kyparisia A. Papanikolaou, Maria Grigoriadou
In this chapter, an adaptive feedback framework (AFF) is proposed for the provision of personalized feedback accommodating learners’ individual... Sample PDF
An Adaptive Feedback Framework to Support Reflection, Guiding and Tutoring
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Chapter 9
Boris Gauss, Boris Urbas
This chapter is about the use of metaphors and adaptable navigation in the context of the technological standard SCORM. Our theoretical focus is on... Sample PDF
Adaptable Navigation in a SCORM Compliant Learning Module
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Chapter 10
A. Cristea, Craig Stewart
This chapter focuses on the aspect of Authoring in Adaptive Hypermedia from some of its different perspectives. It starts by showing the necessity... Sample PDF
Authoring of Adaptive Hypermedia
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Chapter 11
Natasa Hoic-Bozic, Vedran Mornar
This chapter describes an approach to the development of an adaptive hypermedia Web-based educational system and presents the model of an AHyCo... Sample PDF
Authoring of Adaptive Hypermedia Courseware Using AHyCO System
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Chapter 12
Anders Broberg
Traditionally, much of the efforts to develop computer-based tools has been concentrated on developing production or authoring tools, such as word... Sample PDF
TEXT-COL: A Tool for Active Reading
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Chapter 13
Michael J. Jacobson
In this chapter, it is argued that research involving adaptive educational hypermedia will be advanced by attention to two main areas: (a) the... Sample PDF
From Non-Adaptive to Adaptive Educational Hypermedia: Theory, Research, and Methodological Issues
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Chapter 14
Marcus Specht
This chapter presents an overview of research work for contextualized learning, integrating the background of adaptive hypermedia, ubiquitous... Sample PDF
Contextualized Learning: Supporting Learning in Context
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About the Authors