Ebook: Adaptive Learning Environments: Foundations and Frontiers

Adaptive Learning Environments (ALEs) can be viewed as the intersection of two traditionally distinct areas of research: instructional science and computer science. They encompass intelligent tutoring systems, interactive learning environments, and situated learning environments. There is increasing interest in effective instructional systems from education, industry, military and government sectors. Given recent advances in hardware architecture and reduction of hardware costs, the time is right to define the next steps in research and development of ALEs. This book is an outgrowth of the presentations and discussions that took place at the NATO Advanced Study Institute held at the University of Calgary in July 1990. It contains chapters from both researchers in instructional science and researchers in computer science on the following topics: - Systems and architectures for instruction - Representing curriculum and designing instructional tasks - Environments to support learning - Diagnosing students' learning and adjusting plans for instruction - Models of students' metacognition, motivation and learning strategies - Student-system interactions. The book containsintroductions/critiques of each pair of chapters, and a final chapter discusses the synthesis of instructional science and computer science.

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Adaptive Learning Environments (ALEs) can be viewed as the intersection of two traditionally distinct areas of research: instructional science and computer science. They encompass intelligent tutoring systems, interactive learning environments, and situated learning environments. There is increasing interest in effective instructional systems from education, industry, military and government sectors. Given recent advances in hardware architecture and reduction of hardware costs, the time is right to define the next steps in research and development of ALEs. This book is an outgrowth of the presentations and discussions that took place at the NATO Advanced Study Institute held at the University of Calgary in July 1990. It contains chapters from both researchers in instructional science and researchers in computer science on the following topics: - Systems and architectures for instruction - Representing curriculum and designing instructional tasks - Environments to support learning - Diagnosing students' learning and adjusting plans for instruction - Models of students' metacognition, motivation and learning strategies - Student-system interactions. The book containsintroductions/critiques of each pair of chapters, and a final chapter discusses the synthesis of instructional science and computer science.

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Adaptive Learning Environments (ALEs) can be viewed as the intersection of two traditionally distinct areas of research: instructional science and computer science. They encompass intelligent tutoring systems, interactive learning environments, and situated learning environments. There is increasing interest in effective instructional systems from education, industry, military and government sectors. Given recent advances in hardware architecture and reduction of hardware costs, the time is right to define the next steps in research and development of ALEs. This book is an outgrowth of the presentations and discussions that took place at the NATO Advanced Study Institute held at the University of Calgary in July 1990. It contains chapters from both researchers in instructional science and researchers in computer science on the following topics: - Systems and architectures for instruction - Representing curriculum and designing instructional tasks - Environments to support learning - Diagnosing students' learning and adjusting plans for instruction - Models of students' metacognition, motivation and learning strategies - Student-system interactions. The book containsintroductions/critiques of each pair of chapters, and a final chapter discusses the synthesis of instructional science and computer science.
Content:
Front Matter....Pages I-VIII
Front Matter....Pages 1-1
Introduction....Pages 3-10
Front Matter....Pages 11-11
Systems and Architectures for Instruction....Pages 13-17
Designing Instructional Computing Systems for Meaningful Learning....Pages 19-54
Artificial Instruction: A Method for Relating Learning Theory to Instructional Design....Pages 55-83
Front Matter....Pages 85-85
Representing Curriculum and Designing Instructional Tasks....Pages 87-89
The Search for Adaptability, Flexibility, and Individualization: Approaches to Curriculum in Intelligent Tutoring Systems....Pages 91-121
The Curriculum and Instructional Tasks: Goals, Strategies, and Tactics for Interactive Learning....Pages 123-146
Front Matter....Pages 147-147
Environments to Support Learning....Pages 149-153
Exploratory Multi-media Environments....Pages 155-171
Technological Support for the Learning and Doing of Design....Pages 173-200
Front Matter....Pages 201-201
Diagnosing Students’ Learning and Adjusting Plans for Instruction....Pages 203-208
Towards a Computational Model of Tutoring....Pages 209-231
Phenomenographic Research and the Design of Diagnostic Strategies for Adaptive Tutoring Systems....Pages 233-248
Front Matter....Pages 249-249
Models of Students’ Metacognition, Motivation, and Learning Strategies....Pages 251-256
Metacognitive Models of Learning and Instructional Systems Design....Pages 257-286
The Language Shift: A Mechanism for Triggering Metacognitive Activities....Pages 287-315
Front Matter....Pages 317-317
Student-System Interactions....Pages 319-324
Nobile: User Model Acquisition in a Natural Laboratory....Pages 325-347
State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research....Pages 349-380
Front Matter....Pages 381-381
Synthesizing Instructional and Computational Science....Pages 383-401
Back Matter....Pages 402-412

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Adaptive Learning Environments (ALEs) can be viewed as the intersection of two traditionally distinct areas of research: instructional science and computer science. They encompass intelligent tutoring systems, interactive learning environments, and situated learning environments. There is increasing interest in effective instructional systems from education, industry, military and government sectors. Given recent advances in hardware architecture and reduction of hardware costs, the time is right to define the next steps in research and development of ALEs. This book is an outgrowth of the presentations and discussions that took place at the NATO Advanced Study Institute held at the University of Calgary in July 1990. It contains chapters from both researchers in instructional science and researchers in computer science on the following topics: - Systems and architectures for instruction - Representing curriculum and designing instructional tasks - Environments to support learning - Diagnosing students' learning and adjusting plans for instruction - Models of students' metacognition, motivation and learning strategies - Student-system interactions. The book containsintroductions/critiques of each pair of chapters, and a final chapter discusses the synthesis of instructional science and computer science.
Content:
Front Matter....Pages I-VIII
Front Matter....Pages 1-1
Introduction....Pages 3-10
Front Matter....Pages 11-11
Systems and Architectures for Instruction....Pages 13-17
Designing Instructional Computing Systems for Meaningful Learning....Pages 19-54
Artificial Instruction: A Method for Relating Learning Theory to Instructional Design....Pages 55-83
Front Matter....Pages 85-85
Representing Curriculum and Designing Instructional Tasks....Pages 87-89
The Search for Adaptability, Flexibility, and Individualization: Approaches to Curriculum in Intelligent Tutoring Systems....Pages 91-121
The Curriculum and Instructional Tasks: Goals, Strategies, and Tactics for Interactive Learning....Pages 123-146
Front Matter....Pages 147-147
Environments to Support Learning....Pages 149-153
Exploratory Multi-media Environments....Pages 155-171
Technological Support for the Learning and Doing of Design....Pages 173-200
Front Matter....Pages 201-201
Diagnosing Students’ Learning and Adjusting Plans for Instruction....Pages 203-208
Towards a Computational Model of Tutoring....Pages 209-231
Phenomenographic Research and the Design of Diagnostic Strategies for Adaptive Tutoring Systems....Pages 233-248
Front Matter....Pages 249-249
Models of Students’ Metacognition, Motivation, and Learning Strategies....Pages 251-256
Metacognitive Models of Learning and Instructional Systems Design....Pages 257-286
The Language Shift: A Mechanism for Triggering Metacognitive Activities....Pages 287-315
Front Matter....Pages 317-317
Student-System Interactions....Pages 319-324
Nobile: User Model Acquisition in a Natural Laboratory....Pages 325-347
State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research....Pages 349-380
Front Matter....Pages 381-381
Synthesizing Instructional and Computational Science....Pages 383-401
Back Matter....Pages 402-412
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