TY - JOUR
T1 - Personalized integrated educational system
T2 - Technology functions for the learner-centered paradigm of education
AU - Reigeluth, Charles M.
AU - Aslan, Sinem
AU - Chen, Zengguan
AU - Dutta, Pratima
AU - Huh, Yeol
AU - Lee, Dabae
AU - Lin, Chun Yi
AU - Lu, Ya Huei
AU - Min, Mina
AU - Tan, Verily
AU - Watson, Sunnie Lee
AU - Watson, William R.
N1 - Publisher Copyright:
© The Author(s) 2015.
PY - 2015/12/1
Y1 - 2015/12/1
N2 - The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major functions are recordkeeping for student learning, planning for student learning, instruction for student learning, and assessment for and of student learning. Secondary functions include communication and collaboration, PIES administration, and improvement of PIES. Each of these functions is described in detail, followed by specifications for the system architecture, including interoperability, modularity, and customizability.
AB - The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major functions are recordkeeping for student learning, planning for student learning, instruction for student learning, and assessment for and of student learning. Secondary functions include communication and collaboration, PIES administration, and improvement of PIES. Each of these functions is described in detail, followed by specifications for the system architecture, including interoperability, modularity, and customizability.
KW - intelligent tutoring systems
KW - interactive learning environments
KW - interdisciplinary projects
KW - multimedia or hypermedia systems
KW - pedagogical issues
UR - http://www.scopus.com/inward/record.url?scp=84948406540&partnerID=8YFLogxK
U2 - 10.1177/0735633115603998
DO - 10.1177/0735633115603998
M3 - Article
AN - SCOPUS:84948406540
SN - 0735-6331
VL - 53
SP - 459
EP - 496
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 3
ER -