Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses
a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencing
of learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’s
expertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines both
trends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subset
of tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subset
is presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional program
has been developed to put the model into practice and preliminary results are discussed. The model can be used to increase
the efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level of
control over task selection.
This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project No. 411-02-107-V). 相似文献
Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher... 相似文献
The last 15 years has seen a new player on the field of early years policy ‐‐ the European Union. Originating in the Treaty of Rome in 1956, which founded the six country European Economic Community, the EU now consists of 15 member states and has its own institutions, including the European Commission, the European Parliament, the Court of Justice and the Council of Ministers. While economic objectives have always been at the heart of this enterprise, the EU also has a social dimension with social goals, set out in broad terms in the Maastricht Treaty on European Union:
The Community shall have as its task.. to promote throughout the Community a harmonious and balanced development of economic activities, sustainable and non‐inflationary growth respecting the environment, a high degree of convergence of economic performance, a high level of employment and of social protection, the raising of the standard of living and quality of life, and economic and social cohesion and solidarity among Member States (my emphasis) (Article 2)
In this paper I shall review the development of early years policy as part of this European social agenda, and consider some of the issues raised for policy making by this new and unique involvement of an international political entity. 相似文献
ABSTRACT This article considers the distinctive contribution that sociological perspectives have made to understanding reading as a profoundly social and cultural activity, differentiated by the specifics of time and place. Literacy researchers, using a social lens, have sought to explore, explain and redress inequalities in access to and uses of literacy in its different forms. This has often meant championing pedagogies premised on dialogue and connection. Yet this may conflict with an emphasis in current policy on children mastering a relatively narrow skills-based definition of literacy as they begin to learn to read. The article explores how the tension points in the literacy curriculum, intensified in test-based accountability systems, can be navigated in this light. 相似文献
In our globalised and hypertexual world, representations of curriculum reform are highly visual. The material world of these practices can be analysed through visual research methods. This paper is a pretext developed to explain the elements of the visual and intertextual approaches that can be applied in researching inclusive education through a curriculum focus. The pretext selectively situates recent developments in educational research that use visual methods as a part of the overall quest for ongoing conceptual and professional improvement of understanding a curriculum for all through practitioner and small‐scale research. 相似文献
BBC TV PRESENTS A FIFTIETH ANNIVERSARY CELEBRATION by Nicholas Moss (London: BBC, 1986—about $8.00, paper) THE HISTORY OF TELEVISION FROM EARLY DAYS TO THE PRESENT (same address as Burn's book on previous page—$50.00, Paper) TELEVISION: THE FIRST FIFTY YEARS by Keith Geddes & Gordon Bussey (National Museum of Photography, Film, and Television, Prince's View, Bradford, West rorkshire BD5 0TR—also available at the Science Museum in London $3.00, paper) HERTZ AND THE MAXWELL IANS by J.G. Q'Hara and W. Pricha (same publisher as Burns on previous page—$48.00) THE EARLY DAYS OF RADIO BROADCASTING by George H. Douglas (McFariand Publishing, Box 611, Jefferson, NC 28640—$25.95) THE RADIO COLLECTOR'S DIRECTORY AND PRICE GUIDE by Robert E. Grinder and George H. Fathauer (Ironwood Publishing, P.O. Box 8464, Scottsdale, AZ 85252—$15.95, paper) NIXON AND THE POLITICS OF PUBLIC TELEVISION by David M. Stone (New York: Garland Publishing, 1985—$35.00) VOICES OF THE GAME: THE FIRST FULL-SCALE OVERVIEW OF BASEBALL BROADCASTING, 1921 TO THE PRESENT by Curt Smith (Diamond Communications, P.O. Box 88, South Bend, IN. 46624—$22.95) 相似文献
Physicians are legally and ethically required to obtain informed consent from patients prior to providing medical care. However, the chronically ill elderly may poorly understand the facts that are needed for them to make informed choices, and they also may wish to avoid discussing potentially discouraging information. Interviews of 142 elderly hemodialysis patients were conducted to determine whether informed consent for performing dialysis had been obtained and to explore potential causes of inadequate informed consent. As predicted, most patients lacked information needed to render fully informed consent. However, when we examined potential causes for the very low levels of knowledge reported by patients, we found that patients’ education level, cognitive capacity, and willingness to discuss medical contingencies were stronger predictors of informed consent than were the communicative practices of doctors. Neither doctors’ willingness to promptly disclose the need for dialysis nor their willingness to discuss forgoing dialysis were related to any of the patient characteristics. Results suggest that obtaining fully informed consent for chronically ill elderly requires both a modification of doctors’ communication practices and greater adaptation to the cognitive capacity, education, and communication practices of the patient. 相似文献