Adaptive Guidance: Effects On Self-Regulated Learning In Technology-Based Training

Guidance provides trainees with the information necessary to make effective use of the learner control inherent in technology-based training, but also allows them to retain a sense of control over their learning (Bell & Kozlowski, 2002). One challenge, however, is determining how much learner control, or autonomy, to build into the guidance strategy. We examined the effects of alternative forms of guidance (autonomy supportive vs. controlling) on trainees’ learning and performance, and examined trainees’ cognitive ability and motivation to learn as potential moderators of these effects. Consistent with our hypotheses, trainees receiving adaptive guidance had higher levels of knowledge and performance than trainees in a learner control guidance. Controlling guidance had the most consistent positive impact on the learning outcomes, while autonomy supportive guidance demonstrated utility for more strategic outcomes. In addition, guidance was generally more effective for trainees with higher levels of cognitive ability and autonomy guidance served to enhance the positive effects of motivation to learn on the training outcomes

Towards integrated island management: lessons from Lau, Malaita, for the implementation of a national approach to resource management in Solomon Islands: final report

Solomon Islands has recently developed substantial policy aiming to support inshore fisheries management, conservation, climate change adaptation and ecosystem approaches to resource management. A large body of experience in community based approaches to management has developed but “upscaling” and particularly the implementation of nation-wide approaches has received little attention so far. With the emerging challenges posed by climate change and the need for ecosystem wide and integrated approaches attracting serious donor attention, a national debate on the most effective approaches to implementation is urgently needed. This report discusses potential implementation of “a cost-effective and integrated approach to resource management that is consistent with national policy and needs” based on a review of current policy and institutional structures and examination of a recent case study from Lau, Malaita using stakeholder, transaction and financial cost analyses

Making mentoring work: The need for rewiring epistemology

To help produce expert coaches at both participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of the limited literature on coach mentoring, as well as the risks of superficial treatment by coach education systems, this paper therefore critically discusses the role of the mentor in coach development, the nature of the mentor-mentee relationship and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches then we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education

Personalised correction, feedback, and guidance in an automated tutoring system for skills training

In addition to knowledge, in various domains skills are equally important. Active learning and training are effective forms of education. We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides support features such as correction of solutions, feedback and personalised guidance, similar to interactions with a human tutor. Specifically, we address synchronous feedback and guidance based on personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation. At the core of the system is a pattern-based error classification and correction component that analyses student input

APFIC/FAO Regional Consultative Workshop: Securing sustainable small-scale fisheries: Bringing together responsible fisheries and social development, Windsor Suites Hotel, Bangkok, Thailand 68 October 2010

In the Global Overview, we attempt to view reefs in terms of the poor who are dependent on reefs for their livelihoods, how the reefs benefit the poor, how changes in the reef have impacted the lives of the poor and how the poor have responded and coped with these changes. It also considers wider responses to reef issues and how these interventions have impacted on the lives of the poor

University-Community Collaboration for Climate Justice Education and Organizing: Partnerships in Canada, Brazil, and Africa

In the coming decades, countries around the world will face increasingly severe challenges related to global climate change. While the details vary from country to country, the impacts will be especially grave for marginalized people, whose access to food, potable water, and safe shelter may be threatened due to fluctuations in rainfall and temperature and to disasters related to extreme weather events. International strategies for addressing climate change are in disarray. The complicated financial and carbon-trading mechanisms promoted by the United Nations and other global institutions are far too bureaucratic, weak, internally inconsistent, and scattered to represent meaningful solutions to climate change. Already the housing, health, and livelihoods of marginalized people worldwide are being threatened by the ramifications of climate change. This means that the marginalized in every community, by definition, have expertise in how priorities should be set to address climate change. Their experiences, knowledge, and views must be part of local, regional, national, and international governance—including urban planning and housing, water management, agriculture, health, and finance policies.This research was supported by the International Development Research Centre, grant number IDRC GRANT NO. 106002-00

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

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