Difference between revisions of "Personalization"

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(Brief statement of principle)
(Description of principle)
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==Description of principle==
 
==Description of principle==
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Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students.  Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students.  Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.
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Personalization
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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.
  
 
===Operational definition===
 
===Operational definition===
  
 
===Examples===
 
===Examples===
 
  
 
==Experimental support==
 
==Experimental support==

Revision as of 13:12, 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.

(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

Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students. Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students. Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.

Personalization

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.

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.