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Cognitive scaffolding for a web-based adaptive learning environment
FERNANDEZ George ; Wanlei Zhou (Editeur scientifique) ; Nicholson Paul (Editeur scientifique) ; ...
On-line Web-based learning environments with automated feedback, such as WebLearn [5], present subject questions to the student and evaluate their answers to provide formative and summative assessment. With these tools, formative learning activities such as quizzes and tests are mostly pre-planned, since testing instruments are generated by selecting questions in a pre-specified manner out of question banks created for the purpose. Although this approach has been used with a significant degree of success, the real challenge to support students' learning is to mimic what a human instructor would do when teaching: provide guided learning. The main difficulty associated with creating such an 'electronic tutor' is to implement the required intelligent dynamic behaviour during learning. That is, at any stage of a student's learning session the system should take into account his/her demonstrated cognitive level to generate the next appropriate formative testing instrument. For students to be able to make the higher-level cognitive contributions as they progress through a session, the system must keep a history of students' answers and must react accordingly. We call here that behaviour adaptive learning by adaptive formative assessment. We propose on this paper a strategy to implement an adaptive automated learning system, based on establishing an incremental cognitive path from the lowest to the highest level questions related to a concept. In the research literature this has bee
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Conférence : ICWl 2003 : international confererence on web-based learning, 2, Melbourne, AUS, 2003-08-18
ISSN : 0302-9743 ISBN : 3-540-40772-3
Lecture notes in computer science A. 2003, vol. 2783, pp. 12-20 [9 pages] [bibl. : 10 ref.]
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