Evaluating a principled approach to the design of resource based interactive learning environments

Today’s technology supports the design of more and more sophisticated resource-based learning (RBL) environments. RBL is a kind of learning environment in which a set of strategies are integrated for the promotion of student-centred learning. These strategies are about how to combine specially designed learning resources, interactive media and technologies into the learning environment . However, unless we provide meaningful learning content and context, the resources and other multimedia technologies are merely information resources and tools. How to design a good course is always a challenge to course designers. Principles that are based on learning theories can give courses designers a good guide. One main aim of this study is to set out a principled approach to course design for interactive multimedia learning environments. The principled approach is based on conversation theory(CT), a theory of learning and teaching. The second main aim is an evaluation of the principled approach to course design for interactive learning environments, using case studies of courses, where one or all of the principles have been applied. In the course design and learning theories literature various principles are provided. However, in general these principles have not been fully evaluated. The evaluation study reported here is thus a major contribution to the field. A third aim is to exemplify and evaluate aknowledge and task analysis based approach to generate adaptive teaching for helping students learn the required knowledge correctly and efficiently. The research processes of this study were:(1) to build a conceptual framework for CT and interactive learning environments through a literature review;(2) to describe the course design principles and how they are applied in course design;(3) to evaluate the effectiveness of the principled course design model with two case studies (4)to use a knowledge and task analysis based approach to generate adaptive teaching for helping students learn the required knowledge correctly and effciently and adaptive teaching with one case study;(5) to present the conclusions and future areas of research.