Basics 5 Learning Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Task types and creation . . . . . . . . . . . . . . . . . . . . . . . 5 Further settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Accessing a learning task . . . . . . . . . . . . . . . . . . . . . . 10 Modifying a learning task . . . . . . . . . . . . . . . . . . . . . . 13 Example tasks a...

This paper presents a comprehensive conceptual framework and notation for learner modelling in intelligent tutoring systems. The framework is based upon the computational distinction between behaviour, behavioural knowledge, and conceptual knowledge (in a 'vertical' dimension) and between the system, the learner, and the system's representation of the learner (in a 'horizontal' dimension). All ...

Open learner models to facilitate reflection are becoming more common in adaptive learning environments. There are a variety of approaches to presenting the learner model to the student, and for the student to interact with their open learner model, as the requirements for an open learner model will vary depending on the aims of the system. In this paper we extend existing approaches yet furthe...

This paper describes features and purposes for opening the learner model to the learner. Building on previous studies of use of a range of open learner models, it considers the features that are preferred by university level, experienced open learner model users. Recommendations are presented to help guide open learner model designers in their choices of features to make available to learners, ...

This paper presents a model for pedagogical agents to use the learner’s attention to detect motivation factors of the learner in interactive learning environments. This model is based on observations from human tutors coaching students in on-line learning tasks. It takes into account the learner’s focus of attention, current task, and expected time required to perform the task. A Bayesian model...

The educational benefits of involving learners as active players in the learner modelling process have been an important motivation for research on this form of learner modelling, henceforth referred to as participative learner modelling. Such benefits, conceived as the promotion of learners’ reflection on and awareness of their own knowledge, have in most cases been asserted on the grounds of ...

The prevailing pattern of classroom interaction is a tripartite exchange structure known as IRF (teacher initiation, student response, teacher follow-up/feedback; Sinclair & Coulthard, 1975). Although it has its own contributions to classroom discourse, it has been criticized on several grounds, particularly for affording minimum learner participation opportunities (Kasper, 2001). An alternativ...