Does Artificial Tutoring foster Inquiry Based Learning?

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed

Abstract

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.
OriginalspracheEnglisch
Seiten (von - bis)123-129
Seitenumfang16
FachzeitschriftScience Education International
Jahrgang25
Ausgabenummer1
PublikationsstatusVeröffentlicht - 2014

ÖFOS 2012

  • 503020 Medienpädagogik

Schlagwörter

  • Inquiry-based learning
  • multi-stage learning
  • adaptive e-learning systems
  • pedagogical ontology
  • artificial intelligence

Zitationsweisen