Difference between revisions of "Personalization"

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(Brief statement of principle)
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==Brief statement of principle==
 
==Brief statement of principle==
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Features of an instructional component that are designed to match up with students' personal interests, experiences, or typical patterns of language use increase robust learning by increasing student motivation.  Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material.
  
 
(IN PROGRESS)
 
(IN PROGRESS)
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Tailoring instructional content to match the learner's personal interests or preferences.
 
Tailoring instructional content to match the learner's personal interests or preferences.
 
  
 
==Description of principle==
 
==Description of principle==

Revision as of 13:04, 5 April 2008

Brief statement of principle

Features of an instructional component that are designed to match up with students' personal interests, experiences, or typical patterns of language use increase robust learning by increasing student motivation. Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material.

(IN PROGRESS)

sense similar to Clark & Mayer, 2003

Presenting language (text or speech) to the student using first- and second-person pronouns, as well as polite and informal language.


sense similar to Cordova & Lepper, 1996

Tailoring instructional content to match the learner's personal interests or preferences.

Description of principle

Operational definition

Examples

Experimental support

Laboratory experiment support

In vivo experiment support

Theoretical rationale

Conditions of application

Caveats, limitations, open issues, or dissenting views

Variations (descendants)

Generalizations (ascendants)

References

Cordova, D. I. & Lepper, M. R. (1996). Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice. Journal of Educational Psychology. Vol. 88,l No. 4, 715-730.

Clark, R. C. and Mayer, R. E. (2003). e-Learning and the Science of Instruction. Jossey-Bass/Pfeiffer.