Fostering engaged and directed learning by activity foregrounding and backgrounding

We propose a design model for guiding learning in exploratory environments through representational choices. Selecting the appropriate representations at the correct granularity can foreground the salient activities and background the irrelevant.. We demonstrate how this model can be applied via learner-centred design to ensure that the engaging factors of an environment are preserved whilst the learner is guided towards the development of specific skills. Keywords. Learner engagement, external representations, writing skills development, learner centred design.

• Type: Conference
• Year: 2009
• Where: AIED
• Authors: Katherine Howland, Benedict du Boulay, Judith Good
• Keywords: AIED 2009, Artificial Intelligence, Exploratory Environments, Learner, Learner Centred Design