Difference between revisions of "Personalization"
(→Brief statement of principle) |
|||
| Line 1: | Line 1: | ||
==Brief statement of principle== | ==Brief statement of principle== | ||
| + | |||
| + | Features of an instructional component that are designed to match up with students' personal interests, experiences, or typical patterns of language use increase robust learning by increasing student motivation. Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material. | ||
(IN PROGRESS) | (IN PROGRESS) | ||
| Line 12: | Line 14: | ||
Tailoring instructional content to match the learner's personal interests or preferences. | Tailoring instructional content to match the learner's personal interests or preferences. | ||
| − | |||
==Description of principle== | ==Description of principle== | ||
Revision as of 17:04, 5 April 2008
Contents
Brief statement of principle
Features of an instructional component that are designed to match up with students' personal interests, experiences, or typical patterns of language use increase robust learning by increasing student motivation. Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material.
(IN PROGRESS)
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.
Description of principle
Operational definition
Examples
Experimental support
Laboratory experiment support
In vivo experiment support
Theoretical rationale
Conditions of application
Caveats, limitations, open issues, or dissenting views
Variations (descendants)
Generalizations (ascendants)
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.
