A Framework for Adaptive Learning Design in a Web-Conferencing Environment

Matt Bower

doi:10.5334/jime.406

Abstract

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on pre-emptive learning design thinking. Based on a three-semester design-based research study this paper explores how adaptive learning design can be used to provide learning environments that enable more effective collaboration and representation of information. The analysis culminates in a framework for adaptive learning design of a web-conferencing environment that depends on the type of knowledge being represented and the nature of interaction anticipated. Heuristics for adaptive learning design in synchronous multimodal environments are presented, and the potential role of students as co-designers is also discussed.

Highlights

Adaptation in e-learning can be defined as “a method to create a learning experience for the student, and for the tutor, based on the configuration of a set of elements in a specific period aiming to increase the performance of pre-defined criteria” (Burgos, Tattersall, & Koper, 2007, p. 162)
This paper argues that learning design can and should happen during live lessons, in order to optimise the learning experience of students
Principles for design of multimodal synchronous online learning environments and the framework for adaptive learning design are described in the Discussion section

Summary

Introduction

Adaptation in e-learning can be defined as “a method to create a learning experience for the student, and for the tutor, based on the configuration of a set of elements in a specific period aiming to increase the performance of pre-defined criteria” (Burgos, Tattersall, & Koper, 2007, p. 162). 2) point out the importance of a deliberate approach to deciding upon the modality of representation because of its impact on the effectiveness with which meaning is shared: Making a representation goes well beyond simple encoding. It has become a matter of active, deliberate design, and meaning making becomes a matter of the individual’s active shaping and reshaping of the resources that he or she has available, in the wish to make representations match intentions as closely as possible

Results

Discussion

Conclusion