The problems of using personal learning styles in ITS (intelligent tutoring systems)

The problems of using personal learning styles in ITS (intelligent tutoring systems)

Adaptive educational systems just deal with this problem, the use of individual learning styles. Their goal is to provide the students such courses that meet their individual needs and characteristics as well as their learning styles. Despite the fact that adaptability is a great advantage of these systems, and they have serious limitations. For example, adaptive systems lack of integration as they support only some features web-formation, and the course content is not suitable for reuse.

Consequently, the use of these systems is rare. On the other hand (insert name LMS) are still widely and successfully used. They aim to support teachers and to make the on-line teaching as easy as possible. However, despite the fact that educational and psychological theories support the idea of ​​adapting to individual differences pupils LMS provides adaptability or small, or in most cases, do not provide for their adaptability. The most productive theoretical framework that implement and develop adaptive educational apps is «reasonable» (programmable) training systems, adaptive educational hypermedia environments and adaptive educational systems, available through the web-version. This framework (basic structure) actually represent a paradigm (intelligent educational system), which is based on the general concept of data that include domain knowledge expert model, student model, teaching model and communication model.

three areas associated

There are three areas associated with the paradigm of adaptive educational web-systems. The first — is the improvement of the educational model, especially learning style. The second is to improve the educational model of adaptive models, modes, and control. The third area focuses on developing a new type of interaction between the learner model, the pedagogical model and content. The most significant contribution of this paradigm is possible in the development of techniques adaptations occurring in the process. Systems developed in the framework of this paradigm of intelligent educational system have led to significant progress with respect to their use and promotion of more modern instructional techniques adapting the learning process to a variety of learning styles, although there are some important questions that still remain unexplored.

The problems associated with the definition of adaptation and conceptualization learning style can be identified in the development of adaptive software within this paradigm. In some cases, no distinction is made between knowledge that is a type of cognitive level approach the design and style of learning, which can be defined as the preferred type of cognitive structure. Some authors do not distinguish between learning styles and instructional strategies. And besides, most of the systems used such tools measure which is characterized by low and unreliable indicators of validity. Existing projects are now adaptive educational hypermedia environments tend to combine instructional strategy model of learning. In most cases, instructional approach does not reflect the current trends of modern instructional theory and practice.

 the learning style preferences of people

As for the learning style preferences of people, not their level of knowledge, skills and cognitive abilities. People with different abilities can be found in a variety of learning styles. Furthermore, even when placed in the non-preferred terms of perception and processing of teaching material people on the same level are able to do what is required of them, as they include cognitive mechanism necessary adjustments perception.

Creating a prototype of adaptive software – is the best way to work with theoretical constructs such as learning style, adaptive learning scenario, model and control. Learning style is a cognitive structure type preference. Concurring behavior (practical behavior) students as a cognitive phenomenon has given a good explanation of the relatively small differences in people with different learning styles

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