Learner Control
User Modeling and User-Adapted Interaction, 11 (1-2):
111--127 (марта 2004)DOI: 10.1023/A:1011194803800
Аннотация
This paper describes major trends in learner-adapted teaching systems
towards greater learner control over the learning process. In the
early teaching systems, the goal was to build a clever teacher able
to communicate knowledge to the individual student. Recent and emerging
work focuses on the learner exploring, designing, constructing, making
sense and using adaptive systems as tools. Correspondingly, systems
are being built to give the learner greater responsibility and control
over all aspects of the learning, and especially over the learner
model which is at the core of user-adaptation. A parallel trend is
the growing acknowledgement of the importance of the learner's social
context. Systems are increasingly being designed for learners working
in groups of real or simulated peers. This paper discusses several
elements of the shift to greater learner control, with a focus on
the implications for learner modelling. The computer may offer the
learner a choice of learning tools and companion learners, on-demand
learning of various types, control over the elements of the systems
and the possibility of controlling the amount of control. Learner
control offers promising possibilities for improved learning. At
the same time, there are pragmatic issues for achieving the benefits.
The paper discusses three of these: the need to evaluate the effectiveness
of the emergent learner-controlled systems; problems with learner
control; and the need for interoperable and reusable components.