%0 Journal Article %1 gemma2006towards %A Corbalan, Gemma %A Kester, Liesbeth %A Merriënboer, Jeroen Van %D 2006 %J Instructional Science %K adaptive cognitive_load learning scaffold self-directed sota_h sota_umap %N 5 %P 399--422 %T Towards a personalized task selection model with shared instructional control %U http://dx.doi.org/10.1007/s11251-005-5774-2 %V 34 %X Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencingof learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’sexpertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines bothtrends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subsetof tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subsetis presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional programhas been developed to put the model into practice and preliminary results are discussed. The model can be used to increasethe efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level ofcontrol over task selection.

@article{gemma2006towards, abstract = {Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencingof learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’sexpertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines bothtrends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subsetof tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subsetis presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional programhas been developed to put the model into practice and preliminary results are discussed. The model can be used to increasethe efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level ofcontrol over task selection.}, added-at = {2010-02-15T11:18:37.000+0100}, author = {Corbalan, Gemma and Kester, Liesbeth and Merriënboer, Jeroen Van}, biburl = {https://www.bibsonomy.org/bibtex/28dfa71f6630b0bf2638188ba7ec0bcdb/tobold}, description = {SpringerLink - Zeitschriftenbeitrag}, interhash = {86e8b96705a80e3aebc32ed4ca1b4d0e}, intrahash = {8dfa71f6630b0bf2638188ba7ec0bcdb}, journal = {Instructional Science}, keywords = {adaptive cognitive_load learning scaffold self-directed sota_h sota_umap}, month = {#sep#}, number = 5, pages = {399--422}, timestamp = {2010-02-15T11:18:37.000+0100}, title = {Towards a personalized task selection model with shared instructional control}, url = {http://dx.doi.org/10.1007/s11251-005-5774-2}, volume = 34, year = 2006 }