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Towards Contextualized Learning Services

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Learning Network Services for Professional Development

Abstract

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.

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  1. Centre for Learning Sciences and Technologies, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands

    Marcus Specht

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  1. Marcus Specht
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Correspondence to Marcus Specht .

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    Specht, M. (2009). Towards Contextualized Learning Services. In: Koper, R. (eds) Learning Network Services for Professional Development. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-00978-5_14

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    • DOI: https://doi.org/10.1007/978-3-642-00978-5_14

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