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Adaptive Instructional System

Adaptive Instructional System. Nan Ding 2008-11-20. “Adaptive”. Adaptive tests (GRE, CBT, etc.) Adaptive to people with disabilities. Intelligent?. Adaptive instructional system. Why we need adaptive instruction? What is adaptive?

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Adaptive Instructional System

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  1. Adaptive Instructional System Nan Ding 2008-11-20

  2. “Adaptive” • Adaptive tests (GRE, CBT, etc.) • Adaptive to people with disabilities Intelligent?

  3. Adaptive instructional system • Why we need adaptive instruction? • What is adaptive? • Adaptive instruction embodies all instructional forms that accommodate the needs and abilities of different learners • What to adapt?

  4. What to Adapt • Learner Variables • Cognitive abilities • Metacognitive skills • Affective status • Additional variables • Instructional Variables • Feedback • Content sequencing • Scaffolding • View of material

  5. Classic Adaptive Technologies Based on Brusilovsky (2003) Adaptive Hypermedia System Intelligent Tutoring System Adaptive Hypermedia Intelligent Tutoring Curriculum Sequencing Adaptive Presentation Problem Solving Support Adaptive Navigation Support Intelligent Solution Analysis

  6. Modern Adaptive Technologies Information Retrieval CSCL Intelligent Tutoring System Adaptive Hypermedia System Machine Learning Data Mining Adaptive Hypermedia Adaptive Information Filter Intelligent Monitoring Intelligent Collaborative Learning Intelligent Tutoring Based on Brusilovsky (2003)

  7. Five Approaches to Adaptive Instruction • Macro-adaptive instruction • Aptitude-treatment interactions (ATI-based) • Micro-adaptive instruction • Adaptive/adaptable hypermedia/Web-based system (AHS) • Specific pedagogy-centered systems

  8. Macro-Adaptive Instruction • Allowing alternatives in • instructional goals • Depth of curriculum content • Delivery system

  9. Aptitude-Treatment Interactions • Based on learner characteristics (or aptitudes) • Adapt in • Instructional procedures • Instructional strategies • Eight step model to provide practical guidance for applying the ATI-based model to the design of computer-based instructional courseware (Carrier and Jonassen 1988) • Limitations Any individual characteristic that increases or impairs the student’s probability of success in a given treatment (Cronbach and Snow 1997)

  10. Micro-Adaptive Instruction • Diagnosing the student’s specific learning needs during instruction and providing instructional prescriptions for the needs • On-task measures rather than pre-task measures • Dynamic, based on temporal nature of learner abilities and characteristics (current knowledge, motivation level) • Adapt two instructional variables: • Amount of content to be presented • Presentation sequence of the content

  11. Intelligent Tutoring Systems • Micro-level adaptive instructional systems • Provide adaptive instruction by • intelligently diagnosing students’ learning needs • diagnosing students’ progress in a response sensitive manner • Three main components • Representation of the content to be taught • Inherent teaching or instructional strategy • Mechanisms for understanding what the student does and does not know

  12. Adaptive Hypermedia Systems • Adaptive vs. Adaptable • Open corpus learning environments • Limitations and challenges • How to balance adaptivity and adaptability • How to select materials that are related to the topic and how to control the quantity

  13. Specific pedagogy-centered systems • Constructivist Adaptive Systems • Contingent Teaching Systems • Motivation-Based Adaptive Systems • Metacognition-Based Adaptive Systems • Collaborative Learning Systems

  14. Discussion • The factors that will affect learners’ attitude and behavior to the tutor • Prior achievement • Motivation • Learning ability • Learning style • Personality

  15. Discussion • Adaptive vs. Intelligent • Is it helpful for learners to use the hints as worked examples? How can we distinguish this learning process from help abuse? • Are pedagogical agents (with human-like qualities?) really improving students’ learning or just extending their learning(?) time? Can they replace human instructors? Do we want them to replace human instructors? • How to distinguish learners’ learning skill and make the system adapt to it by on-task measures • …

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