1. Learning Adaptation Slavi Stoyanov

2. LA Position Conceptual Design –Operational definition of LD (what is it? Why is it? whom is it for? what do we adapt to? how to adapt?) –Prototyping is the best way of operational definition and research of LA Functional Design Interaction Design Architecture Design Interface Design Development

3. LA Paradigms Intelligent Educational Systems (IES) –Intelligent Tutoring Systems –Adaptive Educational Hypermedia –Adaptive Educational Web-Based Systems Instructional Technology (IT)

4. Intelligent Educational Systems (IES) Domain Knowledge Expert Model Student Model Pedagogical Model Communication Model

5. Instructional Technology (IT) LA: a purposeful effort for accommodating individual differences in learner characteristics (and learning outcomes) for designing effective instruction Level vs style constructs Preferential vs Compensation adaptation Pre-assessment vs Embedded adaptation Design-time vs Run-time adaptation

6. IT (level vs styles) Level - abilities, knowledge, competence (How much?) Dynamic task selection Style – preferences (In what way?) Level and style do not correlate at all. Preferable vs observable behaviour (coping behaviour) LS instruments

7. IT – Level constructs Dynamic task selection Selection based on performance and mental efforts System control vs Learner vs Shared control

8. IT adaptive approaches Preferential vs Compensation adaptation Pre-assessment vs Embedded adaptation Design-time vs Run-time adaptation Adapting instruction to learners vs Adapting Learners to Instruction

9. SMILE

10. Adaptive Performance Support System Electronic Performance Support System (integrates conceptually and defines operationally performance, support and technology system) …just-in-time, just-enough, and just-at-the-point- of need computer support for an effective and efficient job performance. “…people who do not know what they are doing can do it as if they did” (Gery, 2002, p. 29).

11. Performance Defining a set of authentic problems and constituting tasks related to a specific working environment Shifting the focus from the lower levels of the learning taxonomy such as knowledge and understanding, towards its higher levels such as solving real-world problems Applying adequate summative performance- oriented assessment methods.

12. Support Designing a sequence of easy-to-complex tasks Creating opportunities for deliberate practicing these tasks Gradually diminishing the amount of support (scaffolding) Providing variety of instructional stimuli (resources) Allowing constant access to learning resources Giving formative performance feedback Adapting instruction to level of knowledge and learning style of students.

13. System Using recent developments of information and communication technologies (ICT) Performance support should be embedded into the interface and functionality of the application System depends on how comprehensively performance and support are defined and how well they are operationalized in the architecture and the interface of a system

14. Embedded Adaptation A promising idea is structuring the information resources as particular categories such as background information (definitions, mental models, theoretical frameworks), examples (work- out examples, simulations, demonstrations), and procedures (guidelines, techniques and tools)

15. LS Adaptive Models, Modes, Controls Conceptualisation of learning style –Level vs Style –Preferable vs Observable behaviour –Learning style instruments Preferential vs Compensation Models Pre-assessment vs Embedded adaptation Design-time vs Run-time controls Preferential, Compesnation,Monitoring arrangements