Difference between revisions of "Personalization"
| Line 1: | Line 1: | ||
| − | ''sense | + | ''sense similar to Clark & Mayer, 2003'' |
Presenting language (text or speech) to the student using first- and second-person pronouns, as well as polite and informal language. | Presenting language (text or speech) to the student using first- and second-person pronouns, as well as polite and informal language. | ||
| Line 5: | Line 5: | ||
| − | ''sense | + | ''sense similar to Cordova & Lepper, 1996'' |
Tailoring instructional content to match the learner's personal interests or preferences. | Tailoring instructional content to match the learner's personal interests or preferences. | ||
Revision as of 23:52, 23 March 2007
sense similar to Clark & Mayer, 2003
Presenting language (text or speech) to the student using first- and second-person pronouns, as well as polite and informal language.
sense similar to Cordova & Lepper, 1996
Tailoring instructional content to match the learner's personal interests or preferences.
References: Cordova, D. I. & Lepper, M. R. (1996). Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice. Journal of Educational Psychology. Vol. 88,l No. 4, 715-730.
Clark, R. C. and Mayer, R. E. (2003). e-Learning and the Science of Instruction. Jossey-Bass/Pfeiffer.
