How Compass Supports Multi-Feedback Forms and Components Adapted to Learner's Characteristics

Gouli, Evangelia and Gogoulou, Agoritsa and Tsakostas , Christos and Grigoriadou, Maria (2006) How Compass Supports Multi-Feedback Forms and Components Adapted to Learner's Characteristics. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Second Int. Conference on Concept Mapping. Universidad de Costa Rica, San José, Costa Rica, pp. 255-262. ISBN 9977-15-148-2

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In this paper, we present the feedback process of a web-enabled concept mapping learning environment, referred to as COMPASS. Different forms of feedback (text-, graphical- and dialogue-based) are supported and multiple Informative, Tutoring and Reflective Feedback Components (ITRFC) are available, in terms of delivering individualized feedback. The ITRFC aim to stimulate learners to reflect on their beliefs, to guide and tutor them towards the achievement of the learning outcomes addressed by the concept mapping activity, to inform them about their performance and to serve learner’s individual preferences and needs. The adaptive functionality of the feedback process is based on learner’s knowledge level, preferences and interaction behaviour and is implemented through (i) the technology of adaptive presentation that supports the provision of alternative forms of feedback and feedback components, and (ii) the stepwise presentation of the feedback components in the dialogue-based form of feedback. Moreover, COMPASS gives learners the possibility to have control over the feedback presentation process by making the desired selections.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2006
Subjects: L Education > L Education (General)
Q Science > QA Mathematics > QA76 Computer software
Depositing User: Mr. Ernest Prats
Date Deposited: 05 Oct 2012 22:18
Last Modified: 05 Oct 2012 22:18

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