Personalisation for All: Making Adaptive Course Composition Easy

Autor/inn/en	Dagger, Declan; Wade, Vincent; Conlan, Owen
Titel	Personalisation for All: Making Adaptive Course Composition Easy
Quelle	In: Educational Technology & Society, 8 (2005) 3, S.9-25 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Instructional Design; Electronic Learning; Computer Software Evaluation; Courseware; Intelligent Tutoring Systems; Computer System Design; Hypermedia; Web Based Instruction; Methods; Learning Experience; Course Content; Foreign Countries; College Instruction; Ireland + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Softwareanalyse; Lernsoftware; Intelligentes Tutorsystem; Web Based Training; Method; Methode; Lernerfahrung; Kursprogramm; Ausland; Hochschullehre; Irland
Abstract	The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in composing the adaptive learning experience. The key goal in personalized eLearning development tools is to sup-port the teacher in composing adaptive and non-adaptive eLearning experiences. One of the arguments of this paper is that these learning experiences should be activity-oriented and pedagogically driven. Presented is a detailed discussion of the challenges of composing adaptive courses and in particular the difficulties and possible techniques in composing appropriate models and information to support adaptive courses. The paper describes an adaptive course construction methodology which extends traditional eLearning syllabi development with design activities which support adaptivity definition, subject matter concept modelling, adaptivity technique selection as well as alternative instructional design template customisation. The paper then details the Adaptive Course Construction Toolkit (ACCT), which supports this methodology and illustrates the tools usage in the development of an adaptive course. Finally the paper presents an initial evaluation of the toolkit and its associated methodology. (Contains 9 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10