ERIC Number: EJ846433
Record Type: Journal
Publication Date: 2005
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1436-4522
EISSN: N/A
Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles
Brown, Elizabeth; Cristea, Alexandra; Stewart, Craig; Brailsford, Tim
Educational Technology & Society, v8 n3 p77-90 2005
This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design dimensions for high granularity patterns have been established. In this paper we focus on detailing lower granularity adaptive patterns based upon learning styles. Several patterns from existing AEH system case studies are identified and classified according to an extended learning style "onion" model. This model forms the basis of a learning style taxonomy, introduced here, whose components determine adaptation patterns for AEH. These patterns are of importance both for authoring, as well as for interfacing between adaptive hypermedia systems. From an authoring point of view, these patterns may be used to establish a fine-grain approach to instructional strategies that can be implemented in AEH systems, as a response to a particular learning style. The implementation of this adaptation pattern taxonomy is discussed, both generally and in detail. (Contains 3 tables and 5 figures.)
Descriptors: Educational Strategies, Cognitive Style, Hypermedia, Classification, Standard Setting, Standards, Educational Technology, Web Based Instruction, Prior Learning, Cognitive Processes, Interaction, Models, Information Processing, Design
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A