904 research outputs found
Personalised trails and learner profiling within e-learning environments
This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails
Trail records and navigational learning
An emerging wave of 'ambient' technologies has the potential to support learning in new and particular ways. In this paper we propose a 'trail model' of 'navigational learning' which links some particular learning needs to the potentialities of these technologies. In this context, we outline the design and use of an 'experience recorder', a technology to support learning in museums. In terms of policy for the e-society, these proposals are relevant to the need for personalised and individualised learning support
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Mining learning preferences in web-based instruction: Holists vs. Serialists
Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-based instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-based instruction programs to ensure that they can accommodate learners' different preferences.This work is partially funded by National Science Council, Taiwan, ROC (NSC 98-2511-S-008-012- MY3; NSC 99-
2511-S-008 -003 -MY2; NSC 99-2631-S-008-001)
Adaptive learning systems: Supporting navigation with customized suggestions
The aim of this study was to share the results from an experimental research which investigate the effects of link annotations in an educational hypermedia on students’ navigation. This study was conducted through a post-test only control group design with 67 undergraduate students. The voluntary research participants were randomly assigned into the experimental and control group. The required data were collected through an academic achievement test, the Motivated Strategies for Learning Questionnaire, the Non-Linear Media Disorientation Assessment Tool, a questionnaire about users’ opinions and user logs. The findings showed that the perceived disorientation scores and revisitation rates were significantly lower for the learners who studied in the adaptive environment than those in the non-adaptive environment. It was observed that students’ non-sequential navigation in experimental group increased significantly and they followed the system's advices.
Swarm-based wayfinding support in open and distance learning
Please refer to the original source: Tattersall, C. Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2005). Swarm-based wayfinding support in open and distance learning. In Alkhalifa, E.M. (Ed). Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer. Information Science Publishing, USA. (pp. 166-183). [http://www.silvertair.com/CIS/Contents.htm]
OR Tattersall, C. Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2008). Swarm-based Wayfinding Support in Open and Distance Learning. In Sugumaran, V. (Ed). Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications. Information Science Reference, Hershey New York. (pp 846-857).Open and Distance Learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling
The Way of Significant Innovation: When Gutenberg Became Nonlinear
Nowadays, online learning is booming. Really "booming", actually: thousands of online courses, hundreds of researching groups, dozens of universities online. Eventually, Web Based Learning has left the labs, and begun a fruitful life in the "real world". However,quantity has little to do with "real innovation". In very rare occasions, online courses and teaching institutions are breaking with the rules of the Gutenberg Galaxy: the rules
developed during five centuries of printing books. They are designed on a linear basis,and based on conventional text
The guiding process in discovery hypertext learning environments for the Internet
Hypertext is the dominant method to navigate the Internet, providing user freedom
and control over navigational behaviour. There has been an increase in converting
existing educational material into Internet web pages but weaknesses have been
identified in current WWW learning systems. There is a lack of conceptual support
for learning from hypertext, navigational disorientation and cognitive overload. This
implies the need for an established pedagogical approach to developing the web as a
teaching and learning medium.
Guided Discovery Learning is proposed as an educational pedagogy suitable for
supporting WWW learning. The hypothesis is that a guided discovery environment
will produce greater gains in learning and satisfaction, than a non-adaptive hypertext
environment. A second hypothesis is that combining concept maps with this specific
educational paradigm will provide cognitive support. The third hypothesis is that
student learning styles will not influence learning outcome or user satisfaction. Thus,
providing evidence that the guided discovery learning paradigm can be used for many
types of learning styles.
This was investigated by the building of a guided discovery system and a framework
devised for assessing teaching styles. The system provided varying discovery steps,
guided advice, individualistic system instruction and navigational control. An 84
subject experiment compared a Guided discovery condition, a Map-only condition
and an Unguided condition. Subjects were subdivided according to learning styles,
with measures for learning outcome and user satisfaction. The results indicate that
providing guidance will result in a significant increase in level of learning. Guided
discovery condition subjects, regardless of learning styles, experienced levels of
satisfaction comparable to those in the other conditions. The concept mapping tool
did not appear to affect learning outcome or user satisfaction.
The conclusion was that using a particular approach to guidance would result in a
more supportive environment for learning. This research contributes to the need for a
better understanding of the pedagogic design that should be incorporated into WWW
learning environments, with a recommendation for a guided discovery approach to
alleviate major hypertext and WWW issues for distance learning
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