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Adaptive Learning Environments

Foundations and Frontiers

  • Marlene Jones
  • Philip H. Winne

Part of the NATO ASI Series book series (volume 85)

Table of contents

  1. Front Matter
    Pages I-VIII
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Marlene Jones
      Pages 3-10
  3. Systems and Architectures for Instruction

    1. Front Matter
      Pages 11-11
    2. Peter Goodyear, Benedict du Boulay
      Pages 13-17
  4. Representing Curriculum and Designing Instructional Tasks

  5. Environments to Support Learning

    1. Front Matter
      Pages 147-147
    2. Jim Greer, Ellen Mandinach
      Pages 149-153
    3. W. Patrick Dickson, Carrie Heeter, Mark Rosenberg, Pericles Gomes, Itzik Artzi
      Pages 155-171
    4. Elliot Soloway, Mark Guzdial, Kathy Brade, Luke Hohmann, Iris Tabak, Peri Weingrad et al.
      Pages 173-200
  6. Diagnosing Students’ Learning and Adjusting Plans for Instruction

    1. Front Matter
      Pages 201-201
    2. Benedict du Boulay, Peter Goodyear
      Pages 203-208
    3. Beverly Park Woolf
      Pages 209-231
  7. Models of Students’ Metacognition, Motivation, and Learning Strategies

  8. Student-System Interactions

    1. Front Matter
      Pages 317-317
    2. Benedict du Boulay, Peter Goodyear
      Pages 319-324
    3. Stefano A. Cerri, Elena Cheli, Angus McIntyre
      Pages 325-347
  9. Synthesis

    1. Front Matter
      Pages 381-381
    2. Marlene Jones, Jim Greer, Ellen Mandinach, Benedict du Boulay, Peter Goodyear
      Pages 383-401
  10. Back Matter
    Pages 402-412

About these proceedings

Introduction

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.

Keywords

Adaptive Learning Environments Educational Psychology Kognitive Psychologie Künstliche Intelligenz Lernumgebungen Motivation Pädagogische Psychologie artificial intelligence cognition cognitive psychology computer science hardware intelligence intelligent tutoring systems learning

Editors and affiliations

  • Marlene Jones
    • 1
  • Philip H. Winne
    • 2
  1. 1.Advanced Computing and EngineeringAlberta Research CouncilCalgaryCanada
  2. 2.Faculty of EducationSimon Fraser UniversityBurnabyCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-642-77512-3
  • Copyright Information Springer-Verlag Berlin Heidelberg 1992
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-77514-7
  • Online ISBN 978-3-642-77512-3
  • Buy this book on publisher's site