Christopher A. Brooks
ABSTRACT
This paper considers the issue of the locus of control in adaptive e-learning environments from the perspective of a new stakeholder; the instructional expert. With an ever increasing ability to gain insight into learners based on their online activities, instructors and instructional designers are poised to add value to the process of adaptation, a process normally reserved for either systems designers or the end user. This work describes the design of an e-learning system which provides automated analytics information to these experts for consideration, and then leverages the insights these experts have made as the basis for content and feature adaptation.
- C. Brooks, K. Amundson, and J. Greer. Detecting Significant Events in Lecture Video using Supervised Machine Learning. In Proceeding of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modeling, pages 483--490, Brighton, UK, 2009. IOS Press. Google Scholar
Digital Library
- C. Brooks, C. Demmans Epp, G. Logan, and J. Greer. The Who, What, When, and Why of Lecture Capture. In Proceedings of the 1st Annual Conference on Learning Analytics (LAK11), Banff, AB, Canada, 2011. Google ScholarDigital Library
- C. Carmean and P. Mizzi. The Case of Nudge Analytics, 2010.Google Scholar
- J. Kay. Scrutable adaptation: Because we can and must. Adaptive Hypermedia and Adaptive Web-Based, pages 11--19, 2006. Google ScholarDigital Library
- U. of Purdue. Course Signals - Stoplights for Student Success.Google Scholar
Index Terms
- Using an instructional expert to mediate the locus of control in adaptive e-learning systems
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