Personalizing the Selection of Digital Library Resources to Support Intentional Learning

Gu, Qian-Ping; Chica, Sebastian de la; Ahmad, Farhan; Khan, Huda; Sumner, Tamara; Martin, James H.; Butcher, Kirsten R.

doi:10.1007/978-3-540-87599-4_25

Cited by 6 publications

(2 citation statements)

References 12 publications

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“…Here, we aim only to give the reader a flavor for how the overall system works; each of the algorithms comprising CLICK have been described in detail elsewhere (de la Chica, Gu, de la Chica, Ahmad, Khan, & Sumner, 2008). CLICK consists of three major algorithms.…”

Section: Click Algorithmsmentioning

confidence: 99%

Self-Directed Learning and the Sensemaking Paradox

Butcher

Sumner

2011

Human-Comp. Interaction

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Educative sensemaking focuses on the needs of self-directed learners, a nonexpert population of thinkers who must locate relevant information sources, evaluate the applicability and accuracy of digital resources for learning, and determine how and when to use these resources to complete educational tasks. Self-directed learners face a sensemaking paradox: They must employ deep-level thinking skills to process information sources meaningfully, but they often lack the requisite domain knowledge needed to deeply analyze information sources and to successfully integrate incoming information with their own existing knowledge. In this article, we focus on the needs of college-aged students engaged in learning about natural sciences using web-based learning resources. We explored the impact of cognitive personalization technologies on students' sensemaking processes using a controlled study in which students' cognitive and metacognitive processes were analyzed as they completed a common educational task: writing an essay. We coded students' observable on-screen behaviors, selfreported processes, final essays, and responses to domain assessments to assess benefits of personalization technologies on students' educative sensemaking. Results show that personalization supported students' analysis of knowledge representations, helped students work with their representations in meaningful ways, and supported effective encoding of new knowledge. We discuss implications for new technologies to help students overcome the educative sensemaking paradox.Kirsten Butcher is interested in the impact of multimedia and interactive educational technologies on students' comprehension processes and learning outcomes; she is an Assistant Professor at the University of Utah in the Department of Educational Psychology's Learning Sciences/Instructional Design and Educational Technology programs. Tamara Sumner is interested in how cognitive tools, computational algorithms, and interactive media can improve learning outcomes and learner engagement; she is an Associate Professor at the University of Colorado at Boulder, in the

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Section: Click Algorithmsmentioning

confidence: 99%

Self-Directed Learning and the Sensemaking Paradox

Butcher

Sumner

2011

Human-Comp. Interaction

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“…The popularity of the Internet and recent developments in educational digital libraries have created new possibilities for online learning [1]. However, the problem of the "one-size-fits-all" may result in high dropout rates and low levels of motivation and satisfaction [2].…”

Section: Introductionmentioning

confidence: 99%

Organizing Learning Objects for Personalized eLearning Services

Takhirov

Sølvberg

Aalberg

2009

Research and Advanced Technology for Digital Libraries

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Abstract. In this paper we present a way to organize Learning Objects to achieve personalized eLearning. PEDAL-NG is a system that supports personalization based on the user's prior knowledge and the learning style in an existing and operational eLearning environment. The prior knowledge assessment and the learning style questionnaire proved to be simple and useful tools to gather necessary information about the user in order to deliver personalized eLearning experience.

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