Alle Publikationen
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2014
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(2014): An adaptation algorithm for an intelligent natural language tutoring system. In: Computers & Education 71, S. 97-110. DOI: 10.1016/j.compedu.2013.09.014
DOI: https://doi.org/10.1016/j.compedu.2013.09.014 Abstract: The focus of computerised learning has shifted from content delivery towards personalised online learning with Intelligent Tutoring Systems (ITS). Oscar Conversational ITS (CITS) is a sophisticated ITS that uses a natural language interface to enable learners to construct their own knowledge through discussion. Oscar CITS aims to mimic a human tutor by dynamically detecting and adapting to an individual's learning styles whilst directing the conversational tutorial. Oscar CITS is currently live and being successfully used to support learning by university students. The major contribution of this paper is the development of the novel Oscar CITS adaptation algorithm and its application to the Felder–Silverman learning styles model. The generic Oscar CITS adaptation algorithm uniquely combines the strength of an individual's learning style preference with the available adaptive tutoring material for each tutorial question to decide the best fitting adaptation. A case study is described, where Oscar CITS is implemented to deliver an adaptive SQL tutorial. Two experiments are reported which empirically test the Oscar CITS adaptation algorithm with students in a real teaching/learning environment. The results show that learners experiencing a conversational tutorial personalised to their learning styles performed significantly better during the tutorial than those with an unmatched tutorial.
2013
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(2013): Simple heuristics in a social world. Social learning: A route to good cue orders. New York, NY: Oxford Univ. Press (Evolution and cognition)
Abstract: Discusses how individuals learn good cue orders in social learning. The process of how people can learn this both individually and socially by exchanging information is outlined. It is hypothesized that information exchange can help boundedly rational individuals efficiently solve the problem of learning which cues are good by the use of various heuristics. Illustrative data from recent experimental research regarding both individuals and groups are discussed. Results showed that individual learning of cue orders was slower than when engaged socially with others, likely due to the participant's imitation of a group's most accurate member. In conclusion, it is argued that an integrative view of both individual and social learning is most relevant when studying the learning of good cue orders.
2009
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(2009) : Proactive instructional strategies for classroom management In: Akin-Little, Angeleque; Little, Steven G.; Bray, Melissa A.; Kehle, Thomas J.; Akin-Little, Angeleque (Ed); Little, Steven G. (Ed); Bray, Melissa A. (Ed); Kehle, Thomas J. (Ed) (Hg.): Behavioral interventions in schools: Evidence-based positive strategies: Washington, DC, US: American Psychological Association (School Psychology), S. 141-156
Abstract: In this chapter, we do not attempt to reiterate the well-established literature on classroom structure. Instead, we introduce four proactive strategies teachers can implement during academic instruction to facilitate appropriate decorum and help a classroom run smoothly. Each strategy is an antecedent-based approach to preventing problems from occurring. Whereas consequent-based interventions require the problem behavior to occur before invoking the strategy (e.g., verbal redirect, time-out), antecedent-based approaches can be introduced without waiting for the problems to occur. The most common strategies include (a) proximity, (b) high rates of opportunities to respond, (c) high-probability requests (behavioral momentum), and (d) choice making. In the sections that follow, we define each of these strategies and document the effects of these interventions when used with students with or at risk for learning and behavior problems. While research has focused mostly on elementary school students, these techniques, with some possible modifications, should be appropriate for all grade levels and students in regular and special education classes. Finally, we conclude with a brief summary and discussion of the educational implications associated with employing antecedent-based, teacher-focused strategies for preventing problems from occurring. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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