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In-Depth Information
Pedagogical Module Issues
are simple models and can be easily initialized
and maintained. However, there may be difficul-
ties in defining stereotype classes and in setting
stereotype boundaries.
Several issues concerning user modeling
should be tackled. Such issues are the following:
The pedagogical module represents aspects of
learning process. It provides a knowledge infra-
structure to tailor learning content presentation
based on user model. Main pedagogical tasks it is
called to represent and handle are:
course/lesson
plan construction
,
selection of instructional/teach-
ing strategy
,
selection of learning content, learner
support
and
learner evaluation
(see Figure 2).
•
Choosing which learner characteristics to
record.
•
Choosing the representation scheme for
learner characteristics.
Often boundaries
of various levels (values) of characteristics
are vague. For instance, the boundaries of
values 'medium' and 'high' used to char-
acterize learner knowledge level are not
clear. Also information regarding learners
usually involves uncertainty especially in
Web-based environments (Jameson, 1995).
•
Implementation of mechanisms to assess
learner characteristics.
Such mechanisms
should frequently handle vague and un-
certain data (Hatzilygeroudis & Prentzas,
2006).
•
Exploitation of user model data to provide
useful information to tutors and learning
content authors.
Such information may en-
lighten aspects of learner-IES interaction.
Abundant learner data become available
in WBIESs and its processing for knowl-
edge extraction requires (semi-) automated
and user-friendly tools/methods. Extracted
information may be used to enhance IES
modules (Romero & Ventura, 2007; Castro
et al., 2007).
Pedagogical Tasks
A primary task of pedagogical module is to con-
struct a plan of the course/lesson related to rel-
evant learning goal(s) (Brusilovsky & Vassileva,
2003). A course/lesson plan actually consists of an
ordered list of knowledge concepts. To construct
a plan, the concept structure and user model are
used. Due to existence of various relations among
knowledge concepts, alternate plans, teaching the
same learning goal(s), can be derived for differ-
ent learners.
For flexibility and effectiveness purposes, an
IES usually offers more than one instructional/
teaching strategy. The pedagogical module is re-
quired to select the most appropriate instructional
strategy for each learner. Due to circumstances,
it may be necessary to change the instructional
strategy at a given point. Selection of the instruc-
tional strategy is based on factors such as learner
advancement, learner preferences and learning
content characteristics.
Figure 2. Pedagogical tasks control flow
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