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Titel
Does artificial tutoring foster inquiry based learning?
Autoren
OriginalveröffentlichungScience education international 25 (2014) 1, S. 123-129 ZDB
Dokument  (239 KB)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2077-2327; 20772327
SpracheEnglisch
Erscheinungsjahr
Begutachtungsstatus(Verlags-)Lektorat
Abstract (Englisch):This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based learning (IBL) and multistage learning (MSL) pathways. This paper will show how learning activities and pathways are formalized so that they become suitable for artificial tutoring. Therefore relations between different IBL & MSL learning objects are establish as learning pathways, in a way that they become readable to e-learning systems. Developing specifications for pedagogical meta-data and pedagogical rules derived from learning pathways provide the opportunity to connect technology enhanced learning with IBL & MSL. The reader will learn how the complex structure of inquiry-based learning and multistage learning was adopted to the extent that it can be facilitated by adaptive e-learning systems. Results show that the transition from IBL to computational IBL requires a certain adaption of the student-centred notion to become feasible for computational formalities.
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Eintrag erfolgte am23.11.2018
QuellenangabeSchmölz, Alexander; Swertz, Christian; Forstner, Alexandra; Barberi, Alessandro: Does artificial tutoring foster inquiry based learning? - In: Science education international 25 (2014) 1, S. 123-129 - URN: urn:nbn:de:0111-pedocs-159763 - DOI: 10.25656/01:15976
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