Douce, Christopher and Porch, Wendy
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Two different approaches can increase the accessibility of digital educational materials: content that has been built with the widest possible set of users in mind (universal design), or content that has been designed in such a way that it can be personalised to individual user needs and preferences (personalised design). This paper outlines a number of approaches that could be used to evaluate the provision of learning materials that have been adapted to or chosen for individual learners. A number of different perspectives are considered in this paper: a learner's perspective, the perspective of the tutor or teacher, and an institutional perspective. A number of complementary methodologies are presented. It is argued that the evaluation of a system that provides personalised learning content is a challenging activity that necessitates the application of multiple methods to effectively understand the underlying costs and benefits of providing personalised learning materials.
|Item Type:||Conference Item|
|Copyright Holders:||2009 for the individual papers by the papers' authors|
|Project Funding Details:||
|Extra Information:||Towards User Modeling and Adaptive Systems for All (TUMAS-A 2009): Modeling and Evaluation of Accessible Intelligent Learning Systems,
In conjunction with the 14th International Conference on Artificial Intelligence in Education (AIED 2009)
Brighton, United Kingdom, July 6, 2009.
Edited by Olga C. Santos, Jesus G. Boticario, Jorge Couchet, Ramon Fabregat, Silvia Baldiris, German Moreno
|Keywords:||accessibility; elearning; evaluation|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Depositing User:||Christopher Douce|
|Date Deposited:||30 Nov 2010 10:38|
|Last Modified:||06 Aug 2016 23:46|
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