Titlebook: Adaptive Learning Environments; Foundations and Fron Marlene Jones,Philip H. Winne Conference proceedings 1992 Springer-Verlag Berlin Heide

Exaltation

書目名稱Adaptive Learning Environments影響因子(影響力)




書目名稱Adaptive Learning Environments影響因子(影響力)學科排名




書目名稱Adaptive Learning Environments網(wǎng)絡(luò)公開度




書目名稱Adaptive Learning Environments網(wǎng)絡(luò)公開度學科排名




書目名稱Adaptive Learning Environments被引頻次




書目名稱Adaptive Learning Environments被引頻次學科排名




書目名稱Adaptive Learning Environments年度引用




書目名稱Adaptive Learning Environments年度引用學科排名




書目名稱Adaptive Learning Environments讀者反饋




書目名稱Adaptive Learning Environments讀者反饋學科排名

詞匯表

Ingredient

G?ran Bergendahl,Stefan Sj?grenng environment, the computer system must be able to reason about the curriculum, understand the implications of a particular curriculum plan, and must be able to dynamically redesign the curriculum to meet the individual’s learning needs.

genesis

Frank Bezzina,Simon Grima,Joseph Falzonstudent. This paper traces the evolution of the notion of curriculum in intelligent tutoring systems, in order to show how and why the current idea of curriculum came about, and to demonstrate its power. Along the way, particular systems are used to illustrate interesting aspects of ITS curriculum and to give concrete foundation to the discussion.

晚來的提名

glowing

https://doi.org/10.1007/978-3-663-06891-4o two areas: research on understanding basic principles behind learning and teaching, and the establishment of clearer lines of communication between instructional and computer scientists. This chapter addresses both these issues.

ovation

豐滿有漂亮

Prudential Treatment of Restructured Loansiterate psychologist). Like Winne [this volume], Ohlsson is seeking to find a principled way to derive effective instructional behaviour from a descriptive theory of learning. His methods are, however, very different from those of an educationalist.

EPT

Ordnance

Francisco Pérez,Emili Tortosa-Ausinaned; that the learner must be actively engaged in constructing his or her own knowledge; and that adaptive learning environments must support this knowledge construction activity. This view, sometimes termed ., is espoused by Seeley Brown [3] among others.