Abstract
As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process.
The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Duffy, T.M., Cunningham, D.J.: Constructivism: Implications for the design and delivery of instruction. In: Jonassen, D.H. (ed.) Handbook of research for educational communications and technology. MacMillian Library Reference, New York (1996)
Martens, R.L.: The use and effects of embedded support devices in dependent learning. Phd thesis (OTEC), Lemma (1998)
Edu Tools (2004), http://www.intranetjournal.com/articles/200110/ic_10_17_01a.html
Mory, E.H.: Feedback research revisited. In: Jonassen, D.H. (ed.) Handbook of research for educational communications and technology. MacMillian Library Reference, New York (2003)
Fosnot, C.: Constructivism: A Psychological theory of learning. In: Fosnot, C. (ed.) Constructivism: Theory, perspectives, and practice, pp. 8–33. Teachers College Press, New York (1996)
Steffe, L.P., Gale, J. (eds.): Constructivism in Education. Erlbaum, Hillsdale (1995)
Honebein, P.C., Duffy, T., Fishman, B.: Constructivism and the Design of Learning Environment: Context and Authentic Activities for Learning. In: Duffy, T.M., Lowyck, J., Jonassen, D. (eds.) Design Environments for Constructivist Learning, pp. 87–108. Springer, NY (1993)
Sun, L., Williams, S.: An Instructional Design Model for Constructivist Learning. In: EdMedia 2004 World Conference on Multimedia, Hypermedia and Telecommunication, Lugano, Switzerland, pp. 2476–2483 (2004) ISBN: 1-880094-53-3
Sun, L., Ousmanou, K., Williams, S.A.: Articulation of Learners Requirements for Personalised Instructional Design in E-Learning Services. In: Liu, W., Shi, Y., Li, Q. (eds.) ICWL 2004. LNCS, vol. 3143, pp. 424–431. Springer, Heidelberg (2004)
Sun, L., Lubega, J., Williams, S.A.: Design for a Learner-Oriented Tracking. In: Liu, W., Shi, Y., Li, Q. (eds.) ICWL 2004. LNCS, vol. 3143, pp. 155–162. Springer, Heidelberg (2004)
Lubega, J., Williams, S.: Patterns of Use when Interacting with a Managed Learning Environment. In: EdMedia 2004 World Conference on Multimedia, Hypermedia and Telecommunication, Lugano, Switzerland, pp. 5001–5005 (2004)
Gagne, R.M., Briggs, L.J.: Principles of Instructional Design, 2nd edn. Holt, Rinehart and Winston, New York (1979)
Lubega, J., Sun, L., Williams, S.: An Effective Tracking Model for Personalised e-Learning. In: Remenyi, D. (ed.) the 3rd European Conference on e-Learning, Paris, pp. 181–188 (2004) ISBN 0-9547096-7-5
Macromedia: Dreameaver Application (2004), http://www.macromedia.com/software/dreamweaver/
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lubega, J., Sun, L., Williams, S. (2005). A Design for Generating Personalised Feedback in Knowledge Construction. In: Lau, R.W.H., Li, Q., Cheung, R., Liu, W. (eds) Advances in Web-Based Learning – ICWL 2005. ICWL 2005. Lecture Notes in Computer Science, vol 3583. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11528043_30
Download citation
DOI: https://doi.org/10.1007/11528043_30
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-27895-5
Online ISBN: 978-3-540-31716-6
eBook Packages: Computer ScienceComputer Science (R0)