Adapting Interactive Learning Environments to Student Competences: The Case for Complex Dynamic Systems (SpringerBriefs in Educational Communications and Technology)

✍ Scribed by Aklilu Tilahun Tadesse, Pål Ingebright Davidsen, Erling Moxnes

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 74
• Edition: 1st ed. 2021
• Category: Library

✦ Synopsis

This monograph focuses on the design of personalized and adaptive online interactive learning environment (OILE) to enhance students’ learning in and about complex dynamic systems (CDS). Numerous studies show that students experience difficulties when learning in and about CDS. The difficulties are due to challenges originating from a) the structural complexity of CDS, (b) the production of dynamic behavior from the underlying systems structure, and (c) methods, techniques and tools employed in the analysis of such systems. Despite the fact that studies have uncovered such learning challenges, it is still not well understood how we may effectively address these challenges. In this monograph, the authors provide some answers as to how we may best improve our cognitive capabilities to meet these challenges by way of effective instructional methods, techniques, and tools and their implementation in the form of an OILE.

The OILE developed for this purpose, builds on a five-step holistic instructional design framework; identification of instructional design models, identification of authentic learning material, identification of instructional methods, identification of instructional techniques, and design of the interface and implementation of the tool. In this OILE development, six well-documented instructional design models were considered; a four component instructional design, first principles of instruction, constructivists learning environment, task centered instruction, cognitive apprenticeship, and elaboration theory.

✦ Table of Contents

Preface
Acknowledgments
Contents
Abbreviations
Chapter 1: Introduction
1.1 Need to Develop Complex Problem-Solving Skills
1.2 Purpose, Research Questions, and Design
1.3 Definition of Key Terms
References
Chapter 2: Challenges with Supporting Learning in and about Complex Dynamic Systems
2.1 Structural Complexity of CDS and Challenges with Understanding Them
2.2 Theories, Methods, Techniques, and Tools for Supporting Learning in and about CDS
2.2.1 Instructional Design Theories for Supporting Learning in and about CDS
2.2.2 Instructional Methods for Supporting Learning in and about CDS
2.2.3 Instructional Techniques for Supporting Learning in and about CDS
2.2.4 Instructional Tools for Supporting Learning in and about CDS
References
Chapter 3: Theoretical Framework
3.1 Theoretical Framework for Designing Personalized and Adaptive OILE
3.2 The Mr. Wang Bicycle Repair Shop OILE
3.3 Item and Scaffolding Feedback Design for the Mr. Wang OILE
3.3.1 Item Design for the Mr. Wang OILE
3.3.2 Scaffolding Feedback Design for the Mr. Wang OILE
3.3.2.1 Identifying the Feedback Levels
3.3.2.2 Identifying the Feedback Types
3.3.2.3 Identifying the Feedback Timing
References
Chapter 4: Assessing the Design Framework
4.1 Research Method
4.2 Sampling and Study Participants
4.3 Data Collection
4.3.1 Pre-assessment Tools
4.3.2 Questionnaires
4.3.3 Process Log
4.3.4 Posttest
4.3.5 Transferable Skill Exercise
4.4 Results
4.4.1 Study I: Survey Study
4.4.2 Study II: First Stage Impact Study
4.4.3 Study III: Second Stage Impact Study
Appendix 1: Mr. Wang’s Bicycle Repair Shop Case Study
Introduction
Appendix 2: Mrs. Lee’s Bicycle Factory Case Study
Introduction
Appendix 3: Students’ Response to Questionnaires
References
Chapter 5: Lessons for Practice and Conclusion
5.1 Practical Implication
5.2 Theoretical Implication
5.3 Methodological Implication
5.4 Summary of Key Instructional Design Principles
5.5 Limitations and Recommendation for Future Studies
5.6 Conclusion
References