Titlebook: Adaptive Learning Environments; Foundations and Fron Marlene Jones,Philip H. Winne Conference proceedings 1992 Springer-Verlag Berlin Heide

巨大沒有

https://doi.org/10.1007/978-3-642-77512-3Adaptive Learning Environments; Educational Psychology; Kognitive Psychologie; Künstliche Intelligenz; L

乳白光

pancreas

凹槽

Dong He,Stefan Ingves,Steven A. Seeligt is suggested that twelve “l(fā)earning functions” must be engaged by either the instructional agent or the student if effective learning is to occur and that each function can be elicited in a number of equally effective ways. Examples are provided of ways in which these learning functions can be inco

creditor

Frequency-Range

芭蕾舞女演員

Frank Bezzina,Simon Grima,Joseph Falzon tutoring systems are restricted to working in a tightly constrained domain, and thus have little need for subject organization at the macro level of curriculum. Nevertheless, there is a small, but interesting, line of research in ITS that has explored issues of direct concern to curriculum. This re

嚴(yán)厲譴責(zé)

Technical Change in European Banking,ogy to the arrangement and support of this content so that learners can acquire new knowledge in ways that suit and utilize their prior experience and preferred learning styles. These teacher-learner considerations influence both the type and sequence of curriculum goals, and the strategic design of

fatty-acids

緩解

https://doi.org/10.1057/9780230313866insights from the design of exploratory environments in museums to bear upon the design of multimedia environments that can be integrated into classrooms. Features of exploratory environments observed in interactive museums are described, with the identification of features that can guide attempts a